CLIL - Lesson Demo

Masaryk University
Faculty of Education
Department of English Language and Literature
CLIL in Chemistry
Final Thesis
Brno 2015
Supervisor: Written by:

Mgr. Naděžda Vojtková Ing. Helena Pytlíková
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ANNOTATION
This final thesis focuses on teaching Chemistry through English language by using
CLIL method. It is divided into two parts. The theoretical part deals with the CLIL
method itself, presents briefly its historical development and current view on its use in
the Czech Republic. The thesis introduces also core principles of this method, its forms,
advantages and disadvantages of its use in schooling. The theoretical part also discusses
the matter of suitable material selection, different scaffolding techniques and types of
assessment. The practical part presents a methodology of five CLIL lessons which
involves different types of activities connected with the certain topic and whose aim is
to arouse motivation at teenagers.
Keywords: CLIL method, English language, Chemistry, motivation, teenagers,
scaffolding techniques, assessment
ANOTACE
Tato závěrečná práce je zaměřena na výuku chemie v anglickém jazyce prostřednictvím

metody CLIL. Je rozdělena do dvou částí. Teoretická část se zabývá metodou CLIL
jako takovou, předkládá ve stručnosti její historický vývoj a současný pohled na její
využití v České republice. Práce popisuje také základní principy této metody, její formy,
výhody a nevýhody jejího použití ve vyučování. V teoretické části je také diskutovaná
otázka výběru vhodných materiálů, různé podpůrné strategie a druhy hodnocení.
Praktická část představuje plány pěti vyučovacích hodin vedených metodou CLIL, které
zahrnují různé druhy aktivit týkajících se určitého tématu, cílem je podnítit motivaci u
dospívajících chlapců a dívek.
Klíčová slova: metoda CLIL, anglický jazyk, chemie, motivace, náctiletí,
podpůrné strategie, hodnocení
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Declaration
I declare that I worked on this final thesis on my own and I used only the sources listed
in the bibliography.
I agree that the thesis will be placed in the library of the Faculty of Education of
Masaryk University in Brno, and will be made accessible for study purposes.
Prohlášení
Prohlašuji, že jsem závěrečnou práci vypracovala samostatně, s využitím pouze
citovaných literárních pramenů, dalších informací a zdrojů v souladu s Disciplinárním
řádem pro studenty Pedagogické fakulty Masarykovy univerzity v Brně a se zákonem č.
121/2000 Sb., o právu autorském, o právech souvisejících s právem autorským a o
změně některých zákonů (autorský zákon), ve znění pozdějších předpisů.
......................................................
Brno 28th August 2015 Ing.Helena Pytlíková
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Acknowledgement
Here I would like to express my thanks to my supervisor Mgr. Naďě Vojtkové for her
great help, advice, inspiration and useful ideas. It helped me a lot while I was writing
my final thesis.
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CONTENT
INTRODUCTION ....................................................................................................... 7
I. THEORETICAL PART ........................................................................................ 9
1. 1. What is CLIL ....................................................................................................... 9

1. 1. 1 History and CLIL ....................................................................................... 10
1. 1. 2 CLIL and bilingual education in the Czech Republic................................ 11
1. 1. 3 Characteristics and principles of CLIL ...................................................... 13
1. 1. 4 CLIL teachers ............................................................................................ 14
1. 1. 5 The different models of CLIL.................................................................... 18
1. 1. 6 Advantages and disadvantages of CLIL .................................................... 19
1. 1. 7 Teaching materials for CLIL ..................................................................... 21
1. 1. 8 Scaffolding ................................................................................................. 24
1. 1. 9 Assessment................................................................................................. 26
II. PRACTICAL PART ........................................................................................... 29
2. 1 Introduction to CLIL Lesson Plans ..................................................................... 29

2. 1. 1 School and group profile............................................................................. 29
2. 1. 2 Choice of the core subject and the subject matter………………………....29
2. 1. 3 Teaching and learning English ................................................................... 30
2. 1. 4 Teaching and learning Chemistry ............................................................... 30
2. 1. 5 Time schedule ............................................................................................. 31
2. 1. 6 Planning a series of lessons ........................................................................ 31
2. 2 CLIL Lesson Plans.............................................................................................. 32

2. 2. 1 Lesson plan 1 - Vitamins ............................................................................ 32
2. 2. 2 Lesson plan 2 – Vitamin C (Part 1) ............................................................ 38
2. 2. 3 Lesson plan 3 – Vitamin C (Part 2) ............................................................ 43
2. 2. 4 Lesson plan 4 - Other vitamins (Basic facts) ............................................. 47
2. 2. 5 Revision and assessment ............................................................................. 51
2. 3 Data Analysis ...................................................................................................... 53
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2. 3. 1 Assessment test - Vitamins ......................................................................... 53
2. 3. 2 Students´ questionnaires ............................................................................. 55
2. 3. 3 The final project – Poster (Vitamins) ......................................................... 58
CONCLUSION .......................................................................................................... 60
REFERENCES .......................................................................................................... 62
LIST OF APPENDICES ............................................................................................ 69
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INTRODUCTION
st
The world in the 21 century has been rapidly changing. In almost all spheres of
human activity connected to technology it is hard to predict what will happen in the
future. As a teacher I have realized that traditional education, teacher-centred, should be
replaced by more suitable methods in which major emphasis would be given to
students. In order to prepare students for this global world and to be successful in this
century, we must seek more suitable forms of education.
CLIL appears to be one of the most useful and suitable educational strategies
st
which include essential skills important in the 21 century. As Dale and Tanner (2012)
stated, “The implementation of CLIL encourages whole school development and
innovation: implementing CLIL can be a powerful impulse for renewal and reflection in
a school” (p. 14).
As the topic of my final work I have chosen teaching CLIL in Chemistry at
lower-secondary school. The reason why I decided to deal with CLIL methodology was
that I am not only a teacher who is qualified in both content subject and foreign
language but also a person who is enthusiastic about doing and learning new things and
who mainly regards CLIL methodology as innovative, challenging and suitable for both
teachers and learners in this century. As I had not had any previous experience with
CLIL methodology in the beginning, I enrolled in the online course CLIL Essentials
provided by the British Council, to get useful information about these methods and
detailed insight, into how CLIL could be implemented in lessons.
The final work is divided into two parts: theoretical and practical.
The aim of the theoretical part is to explain what the CLIL method is. To present
a brief history and development of CLIL in the Czech Republic and to explain the main
principles of this method and to demonstrate its various forms. The other chapters of the
theoretical part deal with issues such as: the advantages and disadvantages of these
methods for both teachers and learners, material selection and adaptation, scaffolding
techniques for content and language and different types of assessment.
The practical part of the thesis provides a set of detailed lesson plans created not
only on the basis of the sources having discussed in the theoretical part, but also on my
own knowledge gained by studying on the CLIL Essential teacher training course by the
British Council. The aims of these lesson plans were the following: first, to consolidate
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the topic – Vitamins: a topic which pupils had learnt in previous years in the educational
areas such as - Humans and the World of Work, and Health Education. Next, to explain
the main properties and examples of the function of vitamins in the human body from
the chemical point of view in the subject of Chemistry – Organic compounds (subject
matter – natural substances) and lastly, to arouse teenagers’ motivation to study
Chemistry by using CLIL method. It is not easy to engage them, especially in this
subject, because most students consider Chemistry difficult.
My intentions were also to enhance students´ skills such as reading, writing,
listening and speaking, and develop their thinking skills by using different cognitive
demanding activities.
To conclude, the main focus of these CLIL lessons was to find out how students
are able to solve different tasks, do experiments and also grasp the new subject matter
by using CLIL methodology. The principal outcome of these lessons was to create a
poster (Vitamins), which covered important outcomes such as ćontent´, ´language´ and
also ´learning skills´.
Moreover, I want to find out students´ attitudes, their feelings towards these
methods from the final questionnaire, and by observing students doing different tasks
during lessons.
Finally, I have attempted to evaluate individual lesson plans, namely activities
and demonstrate which activities students considered easy/difficult and which activities
they also liked a lot and which did not. I would like to use all of these findings in the
future when I prepare other CLIL lessons.
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I. THEORETICAL PART
1.1 What is CLIL

“CLIL is an abbreviation for Content and Language Integrated Learning” (Dale
& Tanner, 2012).
Coyle, Hood and Marsh (2010) have presented CLIL as:

A dual - focused educational approach in which an additional language is used
for learning and teaching of both content and language. That is, in the teaching
and learning process, there is a focus not only on content, and not only on
language. Each is interwoven, even if the emphasis is greater on one or the other
at a given time. (p. 1)
Coyle et al. (2010) have also mentioned that CLIL as a method enables learners
through different ways a more holistic educational experience than other commonly
used methods.
Another definition of CLIL comes from Christiane Dalton-Puffer. The author
(2007) said, “The term Content-and-Language-Integrated-Learning (CLIL) refers to
educational settings where a language other than the students´ mother tongue is used as
medium of instruction” (p. 1).
Dale and Tanner (2012) also as other authors spoke about the idea of
interwovenness of language and subject in lessons. Futhermore, they have compared
CLIL to other teaching and learning methods such as content-based language teaching
(CBLT) and immersion are. They have pointed out that the main aim of CLIL method is
teaching of both a subject and a language simultaneously, whereas CBLT method
focuses only on teaching content in language lessons and through immersion method
learners are taught all subjects in foreign language where no attention is given to a
language (pp. 3-4).
Erwin Gierlinger, a teacher trainer at the University of Education of Upper-
Austria in Austria, has written:
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CLIL is also seen as an umbrella term for a variety of approaches, methods,
and programs whose unifying hallmark is the teaching of subject content through
one/or more additional language/s, such as
- bilingual language programs
- content-based instruction
- foreign languages across the curriculum
- foreign languages as academic languages
- dual language programs
- immersion programs
- plurilingual programs
- modular CLIL, etc. (p. 2)
According to the above mentioned definitions, it is not important whether CLIL is

named as a term, a method, an approach or a programme but as Steve Darn1 (2006 a)
pointed out, “implementing CLIL requires a rethink of the traditional concepts of the
language classroom and the language teacher”.
1.1.1 History of CLIL

Methodology where certain content is taught through the medium of some
additional language has been known for several millenniums, exactly it dates back up to
the Sumerian period. In that time people who lived there and conquered the Sumerians,
had a need to learn the language of the Sumerians in order to be able to understand
different subjects which were interested in. As a matter of fact, the method known as
ĆLIL´ came into existence thanks to David Marsch since 1994 (Coyle, Hood, &
Marsh, 2010, p. 2).
It is possible to say that Latin, the language of law, medicine, theology, science
and philosophy can be considered as another example of using CLIL in the past. (Coyle
et al., 2010) However, Coyle et al. (2010) are not convinced that Latin is the right
example of CLIL because that language had a little influence on development of local
languages. They (2010) said, “CLIL, by contrast, seeks to support second-language
learning while also favouring first-language development” (p. 2).
1
A teacher at the Izmir University of Economics School of Foreign Languages, Turkey
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Coyle et al. (2010) considered bilingualism and multilingualism as another forms
of CLIL being used later, mainly in the wealthy families which either enabled their
children to be educated in a foreign language by the services of a tutor or governess or
sent them abroad.
As a modern example of CLIL, Coyle et al. (2010) have mentioned the
multilingual programmes. They spoke about English speaking parents who lived in
Quebec, in Canada, in 1965 and were afraid of some disadvantages which could appear
as a result of different language abilities so they supported their children in learning
French. Their aim was to incorporate their children into French environment. On
account of this disadvantage they even asked the Government to establish a language-
immersion programme.
Lastly, Coyle et al. (2010) referred to the 1970s - the time, when the language-
immersion programmes arouse and due to it bilingual education became available to
people of different backgrounds.
1.1.2 CLIL and bilingual education in the Czech Republic

CLIL as a term for Content and Integrated Language Learning was introduced in
the Czech educational system after the big political changes at the beginning of 1990´s.
Later it became an important part of the Czech foreign language policy whose main
objectives were defined in December 2005, in the National Plan for Teaching and
Learning Foreign Languages. To add, this document is based on an EU document called
Promoting Language Learning and Linguistic Diversity: An Action Plan 2004-2006
(Vaňová & Kazelleová, n.d.).
In 1995, according to the document Ćontent and Language Integrated Learning
(CLIL) at School in Europe´, CLIL was officialy accepted as one of the teaching
methods used in the Czech Republic (Eurydice, 2006, p. 16).
In order to describe CLIL in the Czech Republic, it is also essential to distinguish
between bilingual education and CLIL education first, because both these methods have
been very often confused. The first difference between them is clear from the following
definition.
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As Vaňova and Kazelleová (n.d.) explained:
Bilingual education means that the whole subject is covered in a foreign
language while CLIL is understood as teaching using the foreign language for
only part of the subject matter with no precise definition of what percentage of
the teaching should be done in a foreign language and how much of it should be
covered by the mother tongue. (Situation in the Czech Republic, para. 2).
Another difference can be seen in the way how these education methods are
introduced to schools. Whilst bilingual education requires acreditation of the Ministry
of Education, Youth and Sports, CLIL does not. (Novotná, 2013).
In principle, the implementation of CLIL method fully depends on the decision of
the school authorities. On the other hand, the school that wants to do CLIL
systematically has to fulfil the certain conditions:
- The usage of CLIL should be stated in School Education Programme (SEP)

- Both subject and language expected educational outcomes must be accomplished
- According to SEP the number of lessons for both subject and foreign language required
in curriculum must be kept
- A number of lesson alloted to individual classes should not be ecxceeded
- The qualification of CLIL teachers should be recognized (“Content and Language
Integrated Learning,” 2009).
With regard to the number of schools that use CLIL method, the research which
was done in the Czech Republic in 2008 found out that only 6% of schools in the Czech
Republic have implemented CLIL in their lessons. (Kubů, Matoušková, & Mužík,
2012). As a result of this fact, two big projects financed by EU and the national budget
went on (Národní projekt CLIL and Výuka angličtiny napříč předměty na ZŠ, G a SOŠ
kraje Vysočina) in order to support teachers who decided to use CLIL method at
schools. (Šmídová, 2013).
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1.1.3 Characteristics and principles of CLIL
By comparing CLIL and other forms of English language teaching, it is obvious
that CLIL takes into account both subject and language in lessons. As Deller and Price
(2007) stressed, “As the subject dictates the language demands, we have to analyze the
language of a given lesson and give the learners support which they need. Learners will
need help in the areas of lexis, cognitive functions and study skills” (p. 9). Despite the
fact that both content and language are important, Scrivener (2011) has added that topic
knowledge is the main priority when planning the lesson (p. 328).
Mehisto, Marsh, and Frigols (2008) have presented the essential elements of good
practice in CLIL that should be taken into account to achieve CLIL aims:
- multiple focus
- safe and enriching learning environment
- authenticity
- active learning
- scaffolding
- co–operation (p. 29)
In order to have a successful CLIL lesson, teachers should plan and be prepared
always properly. There are always a number of things which teachers should consider
(e.g., What is the lesson topic? What tasks do students have to do? What language do
they need in order to do these tasks and participate fully in the lesson?).
According to Coyle et al. (2010), teachers have to concentrate and combine
especially four contextualized elements, so-called the 4Cs framework:
content (subject matter);
communication (language learning and using)
cognition (learning and thinking processes)
culture (developing intercultural understanding and global citizenship)
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For planning a lesson they highly recommend teachers to use the following mind
map template:
Figure 1. Mind map template
As far as the first element of the 4Cs is concerned, Coyle et al. stressed (2010),
“Content matter is not only about acquiring knowledge and skills, it is about the learner
creating their own knowledge and understanding and developing skills (personalized
learning)” (p. 42).
Concerning cognition, Mehisto et al. (2008) have pointed out that the cognition
which consists of the most important cognitive (thinking) skills (such are perceiving,
recognizing, judging, reasoning, conceiving and imagining) belongs to driving forces in
the teaching/learning CLIL. Bentley (2010) has distinguished between lower order
thinking skills - LOTS (such are remembering, ordering, defining, checking
understanding, reviewing and higher order thinking skills) – HOTS (such are predicting,
reasoning, hypothesising, creative thinking and evaluating) and added that the more
thinking skills are required to the particular task the more students will be involved and
also remember and learn in the lesson.
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The other important element of the 4Cs frame is communication which refers to
the language skills. With regard to the Language Triptych, Coyle et al. (2010) have
mentioned that language which has been used in CLIL lesson consists of three linked
parts:
- Language of Learning (It refers to the content-obligatory language, e.g. key words,
phrases, structures and functions which are needed for the certain topic, theme)
- Language for Learning (It is essential for learners who have to operate in foreign
language environment. It links to communicative language, e.g. pair / group cooperative
work, asking questions, debating).
- Language through Learning (It refers to an unpredictable language which may appear
during learning, e.g., using feedback, dictionary skills and so on. Therefore, this
language should be captured, recycled and developed in order to become a part od the
students´ repertoire)
The role of the last element, culture, as Bentley (2010) said, is to understand not
only ourselves but also other cultures and due to it become more responsible for global
as well as local citizenship.
To sum, in Bentley´s view (2010), all four above mentioned contextualized
components are interconnected and become vital part of activities presented in every
CLIL lesson. They should not be used separately.
In every CLIL lesson all four language skills (listening, reading, speaking and
writing) should be present and combined. It is highly recommended to use meaningful
materials in reading. As far as speaking is concerned, it is put emphasis more on fluency
rather than accurancy. Writing should be based on lexical activities through which
grammar would be recycled (Darn b, 2006).
The main characteristics of CLIL lessons from the ELT teachers´ point of view:
- integrate language and skills, and receptive and productive skills
- lessons are often based on reading or listening texts/passages
- the language focus in lesson does not consider structural grading
- language is functional and dictated by the context of the subject
- language is approached lexically rather than grammatically
- learners styles are taken into account in task types (Darn b, 2006).
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1.1.4 CLIL teachers
In terms of competences which an ideal CLIL teacher should have, Marsh (2002)
wrote, “CLIL teachers should be proficient in the content area and at the same time
have a broad knowledge of foreign language learning, thereby providing optimal
conditions for student communication” (as cited in López, n.d.). In accordance with this
definition Pavezi, Bertocchi, Hofmannova and Kazianka (2011) added that teachers
with both foreign language and content teaching qualification have the best
prerequisites for successful CLIL. Besides having a good command of the subject
knowledge and the target language, Novotna and Hofmannova outlined other
competencies being important for CLIL teachers such are methodology-based
competences (different teaching strategies for overcoming possible learners´
difficulties) and class management competences (i.e., taking into account timing of
activities, classroom interaction – whole class/group/pairs teaching).
Pavesi et al. (2011) listed ideal characteristics which are strongly recommended
for CLIL teachers.
CLIL teachers should:
have a good command of the foreign language as the means of instruction
have good knowledge of the first language of learners (teachers are able to
understand better the learner´s language difficulties)
be experts in the content area
have a deep understanding of the cognitive, sociocultural and psychological
elements of foreign language learning (p. 87)
Finally, the most essential teachers´ competencies which are required for
successful CLIL teaching are described in a detail in “The CLIL teacher´s
competences grid”.
As far as the current situation of teachers who are teaching CLIL at schools is
concerned, it is generally known, that there is a lack of teachers who are qualified in
both subject and foreign language and although some teachers are willing to train and
educate in CLIL methodology “the push for CLIL is faster” (Deller & Price, 2007, p. 6).
Deller and Price (2007) have distinguished between two types of teachers who are
usually involved in CLIL lessons. They have dealt with teachers of English and subject
teachers and described their problems and advantages they usually encountered by using
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CLIL methodology. According to them, teachers qualified in English very often suffer
from their lack of knowledge in the subject matter. But, on the other hand, English
teachers have a good command of target language and moreover, they are better in
communication with their students in the classroom than subject teachers who are
specialists in one or more non-language subjects with a great deal of subject knowledge
and subject-specific terminology. However, as Deller and Price (2007) have asserted,
subject teachers who have to teach their subject through English, find their problems not
only in the lack of language skills and knowledge but also in “the armoury of interactive
activities that language teachers need” (p. 7).
Several authors e.g., Coyle et al. (2010) ; Darn (2006 a); Mehisto et al. (2008) saw
way out of the above mentioned problems which subject and foreign language teachers
often have to face, in different forms of collaboration.
In the view of Clegg´s Article: Teachers´ collaboration in CLIL, teachers of CLIL
need to collaborate more than other teachers. Clegg has introduced three different forms
of collaboration. First, he described collaboration between subject teachers who may
feel insecure when they have to teach their subject in the target language. He stressed
that subject teachers can get into troubles from different reasons especially because they
do not know i.e. “how to talk in an especially comprehensible way, how to support
learners when they listen to them, how to teach a lot of academic vocabulary, how to
help learners talk back to them in the plenary classroom and so on” (Clegg, n.d., para.
2). But he added that there are also a few subject teachers who are trained in CLIL and
able to help their colleagues to overcome these problems by i.e., “exchanging ideas, trial
techniques, reporting back each other, developing strategies which are seen to work”
(Clegg, n.d., para. 2). Secondly, he mentions collaboration between schools which can
get experience in CLIL area via the Internet, partnership with other schools in their
neighbourhood or abroad. Thirdly, as many authors, he spoke about the most crucial
form of collaboration between subject and language teachers (Clegg, n.d.).
Dale and Tanner (2012) have noted that collaboration between subject and
language teachers can occur before, during or after the lesson. They even presented the
rubric “Colaboration in CLIL” where they have described different roles that language
teachers can take in CLIL lesson with regard to the amount of collaboration between
subject and language teachers in the book ĆLIL Activities´ (p. 25).
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To sum up, as it has already been mentioned, successful teachers of CLIL should
have the certain competencies, otherwise collaboration in any form is essential and
highly recommended them.
1.1.5 The different models of CLIL

CLIL as a quite flexible teaching and learning method is used around the world by
many schools and educational organizations in different context and models. As Bentley
(2010) described, there are three basic forms of CLIL which differ mutually in its focus,
the exposure time and a context:
- soft CLIL also called Language-led (Some topics from the curriculum are taught
as part of a language course; 45 minutes once a week)
- hard CLIL also called Subject-led, partial immersion (About half of the
curriculum is taught in the target language. The content can reflect what is taught
in the L1 curriculum or can be new content; about 50% of the curriculum)
- modular CLIL also called Subject-led, modular (schools or teachers choose

parts of the subject syllabus which they teach in the target language; 15 hours
during one term) (p. 6).
With regard to other factors such as the intensity of exposure to teaching/learning

a L2, the age of the learners, the place where CLIL can be realized, Mehisto et al.
(2008) offered other forms of CLIL so called “The many faces of CLIL”: (see Figure 2)
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Figure 2. The many faces of CLIL
1.1.6 Advantages and disadvantages of CLIL

There is no doubt that CLIL as a method has many benefits. As time goes by,
people have to adapt themselves to different changes which today´s world brings. As
Dalton-Puffer (2007) has described in a definition:
We are witnessing a trend towards internationalization and globalization,
putting pressure on education systems to provide skills which allow students to
stand their ground in international context. For obvious socio-political reasons it
is the last point in particular which has served as a motivation in many countries
to offer CLIL education with English and a small number of other prestigious
languages as a medium of instruction. (p. 1)
Dale and Tanner (2012) have presented some benefits of CLIL for both learners
and teachers. As far as the advantages of CLIL for students are concerned:
- CLIL may increase learners´motivation by learning both subject and foreign
language together and thus learners can progress more quickly
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- CLIL learners develop their cognitive (thinking) skills as they have to complete wide
range of demanding tasks. It is generally known, that harder task has impact on better
remembering
- CLIL learners develop communication skills in both spoken or written discourse
- CLIL activities connected with learners´ real life enable them to make new personal
meanings in another language
- CLIL learners´ language progresses more by integrating all four learning skills and involving
own senses in order to understand how language is used in practice
- By bringing a wide range of resources to the classroom CLIL learners can work effectively
- CLIL learners interact meaningfully by putting the emphasis on meaning rather than on form
- CLIL learners learn to use productive skills - speaking and writing
- CLIL learners develop multilingual interests and attitudes
- CLIL learners learn not only important facts about some subject but also understand its
culture
- CLIL learners may gain a positive attitude towards learning other languages
- CLIL takes into account different learning styles, interests and needs of students
The implementation of CLIL brings many benefits also for teachers and schools.
Teachers who adopt a CLIL approach are often enthusiastic with the use of new
innovative methods, materials. They often develop a new curriculum. The non-native
speaker teachers can improve their language skills in different language courses. Thus,
they can attend different CLIL methodology courses where new ideas about teaching
their subject are introduced to them or can develop a good practice through cooperation
with other teachers, schools and countries (Dale & Tanner, p. 14).
As Dale and Tanner have mentioned some advantages of CLIL above, also Deller
and Price (2007) found the similar claims that made for the advantages of CLIL. They
are convinced that CLIL enables students to learn foreign language better than in
teaching language in classical foreign language lesson, too. They pointed out: “What it
certainly can do is to prepare students for future studies and the working life where they
are likely to need to operate in English” (p. 7). As CLIL is content-driven, Deller and
Price (2007) have also mentioned one of the main benefits for teachers, that is time
saving. According to their point of view teachers would not have to spend a lot of time
to think up interesting and motivating topics because students will be taught English as
a part of some of their school subject.
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Nevertheless, there are some difficulties which both students and especially
teachers may encounter by using CLIL. Deller and Price (2007) have reported some of
the most frequent problems that teachers meet when they teach subjects through
English:
• It´s so difficult for me to explain in English
• My students don´t like listening to English
• My students find it hard to read in English
• I have to write most of my own materials
• The book I´ve got is so boring
• I can´t get my students to participate in English (p. 7).
1.1.7 Teaching materials for CLIL

It is indisputable that good materials used in content and language integrated
learning are fundamental for successful CLIL teaching. The choice of the suitable
materials that CLIL teachers decide to use for own lessons depends on teachers´
decision.
Different foreign textbooks, internet sources or even materials made by teachers
can provide a good material bank for teaching CLIL. However, as Šmídová and
Tejkalová pointed out CLIL materials should meet the certain critera based on the 4Cs
which have already been described in a detail in Chapter 1 (i.e., the language criterion; the
content criterion; the didactic criterion; the cultural criterion relevance of the material) (ĆLIL
Konferenční brožura´, 2012, p. 10).
Mehisto (2012) also emphasized that CLIL materials should be “in adherence
with the objectives and requirements of a regional or national curriculum” (p. 15). He
has provided a more detailed description of ten basic criteria for the development of
quality CLIL materials which should:
- Make the learning intentions (language, content, learning skills) & process
visible to students
- Systematically foster academic language proficiency
- Foster learning skills development and learner´s automy
- Include self, peer and other types of formative assessment
- Help create a safe learning environment
- Foster cooperative learning
21
- Seek ways of incorporating authentic language and authentic language use
- Foster critical thinking
- Foster cognitive fluency through scaffolding of a) content, b) language, c)
learning skills development helping students to reach well beyond what they
could do on their own
- Help to make learning meaningful. (pp. 17-25)
On the contrary, Meyer (2010) who has stressed the importance of ´the rich
input´, in other words, using appropriate materials for CLIL, described the main criteria
for their selecting simply in three words “meaningful, challenging and authentic” (p.
13). According to him classroom content is meaningful if “it focuses on global
problems mankind faces while connecting with the daily lives of our students and their
areas of interest” (p. 13) He has claimed that CLIL methodology is the most successful
when “new topics are presented in such a way that affective filters of the students
remain wide open and when students can link new input to prior knowledge,
experiences and attitudes” (p. 13). As ´rich input´ Meyer (2010) presented, “Video
clips, flash-animations, web-quests, pod-casts or other interactive materials on English
websites combine motivating and illustrative materials with authentic language input”
(p. 14).
As far as the choice of CLIL materials is concerned, first, the most commonly
discussed characteristic of materials used for subject learning through a foreign
language is authenticity. It is obvious that students´ motivation would be boosted by
using authentic/native materials because they are up to date, relevant and can change the
focus of the lesson into something more communicative and related to everyday life.
On the other hand, the main disadvantage of these materials can be seen in their
difficulty and as Julio Foppoli, a teacher of English and Spanish as a Second Language,
explained: “Authentic materials are real in the sense that they are not created for
students as the target audience but for native speakers” (Foppoli, n.d.). To add, the
authentic materials such are books, magazines, newspapers, course books and so on are
not comprehensible especially for students whose level of English is limited due to high
percentage of new vocabulary, grammar and stylistic devices (Baldwin, 2011). What is
more, it is sometimes difficult and even time-consuming when teachers have to find
suitable authentic materials and also when possible copyright problems may appear.
22
Then, Oddone2 (2011) has highlighted the importance of using videos from
YouTube and websites. She claimed that by using of popular video-sharing websites
learners in the classroom are exposed to authentic language which they find interesting
and motivating for them because it especially enable them to understand ´real things.´
She also has hold the same view as other methodologists that CLIL materials and tasks
should be based on real-life situations that “require real interactions and engage students
in active tasks” (2011, p. 105). According to her, these materials are mainly suitable for
weak students with the lack interest in learning a language in traditional context. She
also has outlined that thanks to the rapid advances in technology, the number of people
who spend a great deal of their time on the Internet, watching videos or television was
enormously increased. As the most popular video sharing services especially for young
people, she mentioned You Tube, Google, Yahoo or science stage (Oddone, 2011, p.
105).
Lastly, as far as foreign textbooks are concerned, it is important to consider
whether foreign textbooks lead to expected outcomes and even support integrated
learning. But, whatever the opinions, the most obvious benefit of using foreign
textbooks is that learners can get to know culture of another foreign language. Added to
that, translation of textbooks into secondary language could also seem as a good source
of CLIL materials. These textbooks could be beneficial to students because they could
meet both cognitive demands and cultural awareness of students. But, on the contrary, it
is essential to mention that translation of these textbook could be inaccurate and also
time-consuming (Procházková, 2012).
Once teachers decide to use a particular piece of authentic material they have to
consider how to adapt it to make it more accessible to their learners. Bentley (2010)
suggested different ways:
- at text level we can use visuals, diagrams, animations (moving images on a
screen) and visual organisers. We can make sure the page layout is clear.
- at sentence level – we can include definitions and short explanations.
- at word level – we can use labels or highlight key content vocabulary by
underlining, using capital letters or using bold font. We can also add word
banks and glossaries of key content words.
2
Christina Oddone, Master of Arts in Teaching Foreign Languages, PhD student at the Doctoral School
of Languages, Cultures and ICT at the University of Genoa, Italy
23
- Reordering language in a rubric or in a text
- Paraphrasing language
- Removing unnecessary details (pp. 52-53)
Besides, appropriate CLIL materials should be especially visually based. Meyer

(2010) commented that subject specific matters presented visually make teaching not
only varied but also enable learners to understand better the specific subject content
which is presented in a foreign language. Oddone (2011) has noted, “Visually based
materials are particularly useful for guiding comprehension of written or oral texts” (p.
107).
Finally, it is known that with regard to different criteria for CLIL materials
mentioned above, there exist very few ready – made CLIL materials that teachers can
immediately use in lessons. Being aware of this fact, teachers often have to develop
their own CLIL materials, so called ńew students - centred materials´, which on the one
hand, could be more interesting, motivating and also permanent for students but on the
other hand, as Jacon Skeet and Rosie Tanner3 (2013) highlighted their developing
“takes too much extra time”. (Skeet & Tanner, p. 16). For these above mentioned
reasons, in 2002 Marsh recommended teachers to exchange and share their CLIL
materials through different national Internet Materials Banks. (Marsh, p. 202).
1.1.8 Scaffolding
Generally speaking, people are able to learn a lot of things by themselves without
help of others. But as far as the students who are the participants in CLIL lesson are
concerned, to achieve foreign language objectives teachers should support the learners
with different learning strategies, so called ´scaffolding strategies´ (Sladkovská, 2010.).
Scaffolding as a term being used nowadays, was introduced in the 1980´s by Jerome
Bruner, an American psychology professor, who continued on Vygotsky´s work based
on the theory known as ´Zone of proximal development´ (ZPD) (Sladkovská, 2010.).
The ZPD refers to “the difference between what a learner can do without help and what
he / she can do with help” (Zone of proximal development, n.d.).
3
Jason Skeet and Rosie Tanner are CLIL consultants working at the Centre for Teaching and Learning at
Utrecht University.
24
The term scaffolding can be also defined as:
the process by which teachers use particular conceptual, material and linguistic
tools and technologies to support student learning. Scaffolding can be used at
any point of interaction between teachers and students – at the point of
providing inputs and explanations, through to modelling, interacting and
assessing. (Scarino & Liddicoat, 2009, p. 54)
If we compare the traditional foreign language teaching with the teaching a

subject through a foreign language, it is apparent, that not only the methods but also
supporting strategies are different in some way (Belinchon, 2009). Belinchon pointed
out that ćareful scaffolding is essential´ and more demanding in CLIL lessons because
it has to focus on supporting both language and content needs. (Belinchon, para. 2).
Braylan4 (2013) in her article ´Scaffolding´ has stressed, “CLIL teachers need to
built :
- on what the students already know or hypothesize about a topic or subject
- from the language the students already may know
- on the thinking skills they already use in L1” (para. 4).
Bentley (2010) added that scaffolding should also increase interaction and
collaboration between students. Furthermore, she states that scaffolding can be provided
for all four skills and its amount in CLIL lessons is not always the same because it
depends on the type of learners and curricular subject. (p. 69)
With regard to students who need some kind of help in order to “access previously
acquired learning, analyze it, process new information, create new relational links and
take their understanding several steps further” (Braylan, 2013, para. 2 ), Braylan has
offered some practical examples of scaffolding strategies which CLIL teachers have to
take into account :
- Brainstorming a topic
- Using graphic organizers such as Venn diagrams, tables and charts
- Having students develop their own definitions of terms
4
Marta Braylan is an Educational Psychologist and Teacher trainer in Argentina.
25
- Providing reinforcement for attempting to speak, then for a partially right answer and
then for the right answer
- Assessing obstacles to learning
- Breaking material into chunks and reframing information
- Using pictures and realia
- Having students sum up text by writing headlines for each paragraph
- Having students transform text into pictures or graphics
- Giving clues and asking follow up questions
- Modelling and offering samples of similar assignments
- Providing authentic context to language and activities (Braylan, para. 3)
One of the benefits when using scaffolding is that most students are engaged in
lesson. When we take into account different types of intelligence of learners and try to
meet their learning needs by modifying scaffolding strategies, it is clear, that learners
would feel less frustrated and confused with new information. On the other hand, to
prepare appropriate scaffolding strategies for all students are incredibly time-consuming
(Coffey, 2014).
To sum up, teacher should create effective and appropriate scaffolding activities
which would enable learners to feel comfortable in the educational setting.
1.1.9 Assessment
It is well-known fact that assessment inseparably belongs to our lives. Our daily
activities not only at school or at work but also in our personal life are connected with
this process.
Assessment in the educational sense, refers to “the process of documenting,
usually in measurable terms, knowledge, skill, attitudes, and beliefs and can focus on
the individual learner, the learning community (class, workshop, or other organized
group of learners), the institution, or the educational system as a whole ” (Educational
assessment, n.d.).
When assessing students especially in CLIL lesson teachers should have in mind
what, how and when students should be assessed and Ball (2014) also highlighted that
students should become acquainted with learning outcomes in advance. Bentley (2010)
pointed out that assessment especially in CLIL could be concentrated on different areas
26
such are - on content, language or integrated content and language, communication
skills, cognitive skills, practical skills or attitudes to learn. According to her “a focus on
language is more common in soft CLIL programmes” (2010, p. 89) in comparison with
the assessment aimed at integrated content and language or only on content that is
present in hard CLIL programmes. As other teachers using CLIL method, also Dale and
Tanner (2012) dealt with question what area of assessment should be given the
preference whether content and language separately or together. They also
recommended that in the case of focusing on content teacher should ignore language
mistakes and discuss them with the language teacher later (p. 38).
As far as different types of assessment being used in CLIL, Bentley (2010)
presented two types:
- Summative assessment (assessment of learning)

- Formative assessment (assessment for learning)
Bentley (2010) has defined summative assessment as quite formal and claimed
that “/it/ is done when we want to find out what learners already know about subject
content and how well they can use the language of our subject” (p. 89). As examples of
summative assessment can be mentioned standardised and diagnostic tests. (Bentley,
2010). Dale and Tanner (2012) have said that the aim of assessment of learning is to
provide evidence of how much and what learners have learnt about a subject usually in
form of written or spoken tests being done usually at the end of some lesson. Both tests
often include open or closed questions, presentations, essays or reports. They added that
after getting through these tests students usually obtain a mark which corresponds to
their knowledge of particular subject (Dale & Tanner, 2012).
Regarding formative assessment, also known as informal or on-going and
continuous, Bentley (2010) pointed out that due to the possible feedback on learners´
progress during lessons the learners´ achievement could be considerable higher. He also
mentioned performance, peer and self-assessment as types of formative assessment
(2010).
To conclude, Ball (2014) stated that although summative and formative
assessment are done in different time of lessons and follow different educational aims
both are important. He recommended that a mark which students usually obtain from
27
different subjects at the end of school year should be preferably a result of both types of
assessment. However, he hold the view that in CLIL lesson, the preference should be
given to formative assessment over summative assessment as a result of varied activities
used in CLIL methodology.
28
II. PRACTICAL PART
2.1 Introduction to CLIL Lesson Plans
2.1.1 School and group profile

The school where I teach is called the Basic School of T.G. Masaryk in Svitavy.
Although this school is quite small, it has a long tradition. The school opened officially
on 18th September, 1897.
At the present about 280 students attend 11 classes. There are 23 teachers and
two teachersássistants.
The group of students which was chosen for teaching Chemistry by using CLIL
method was class 9.A. This class consisted of 18 students. There were 10 girls and 8
boys at the age of 14 and 15. One boy had a dyslexia.
2.1.2 Choice of the core subject and the subject matter

At the beginning, I had to decide in what school subject I would use CLIL
method. As I am a teacher who is qualified in both subject content (Chemistry) and
foreign language (English), my choice of the core subject was clear. As far as the area
and the content of the lessons are concerned, I chose the topic (Vitamins) about which
the students learnt in the previous school years in the subjects such as Humans and the
World of Work (subject matter – Food) and Health Education (subject matter – Healthy
lifestyle and health maintenance). This topic was chosen for three reasons: firstly, the
students could rely on their previous knowledge, secondly, vitamins were a part of the
educational area Chemistry – Organic compounds which the students are about to study
in the 9th class in their Chemistry lessons and lastly not only the students but also other
people meet this topic naturally in their dailylives. Moreover, being aware of the fact
that I was still a beginner with CLIL and my students would be exposed to this method
for the first time, I chose this topic because I also considered it interesting and not so
demanding.
29
2.1.3 Teaching and learning English
As far as the foreign language is concerned, the pupils had been studying
English for about six years and thus their level of English should have be at A2 level
(pre-intermediate) of the Common European reference frame. Nonetheless, about half
of them were considered A1 (elementary). They had English classes three times a week,
for 45 minutes each time. There was also one boy with dyslexia. Although he had some
difficulties with spelling and hand writing he belonged to students whose level of
English was higher because he was hardworking. Having been aware of his dyslexic
problems, I gave him additional time for completing written tasks, I also did not correct
every single error in his piece of work.
As for the materials and activities, I tried to engage and motivate my learners as
much as possible. In order to teach them foreign language in a more interesting way, I
did not only rely on coursebooks. I often used different supplementary materials and
activities (e.g., printed worksheets, magazines i.e., Gate, books, dictionaries, pictures,
cards, posters and different authentic materials etc.). I did not forget to use technology
too such as interactive whiteboards with OHP or computers. In my lessons, I usually
used elements of many different language-learning methods. That depended on the type
of activities. However, many of my lessons were focused on communication when
learners were provided with a lot of speaking practice in the form of pairwork and
groupwork.
To sum up, the students were often exposed to different stimuli. After three
weeks when CLIL was used, the students were given a final questionnaire (see Chapter
2.3.2) to display their attitudes towards English (see Appendix 16, 17).
2.1.4 Teaching and learning Chemistry

At basic schools, Chemistry as a school subject is taught in the 8th and 9th
grades.
Concerning the school where I teach, the students in both grades usually have
chemistry classes twice a week, for 45 minutes each time. The students who are in the
8th grade, are taught General Chemistry and Inorganic Chemistry. The students who are
in the 9th grade, are taught Organic Chemistry and Chemistry and Society .
30
As for the materials, equipments and activities being used in my chemical
lessons are concerned, I should say that in comparison with English, I was not able to
offer my students such stimuli for different reasons. First, the textbook which I had to
use is out of date. It does not contain any supporting interactive, multimedia
components such as an IWB CD, a CD-ROM or DVDs which would bring subject
matter to life in the classroom. As another drawback in teaching Chemistry, I must
admit that our school does not have any school laboratory so far. All experiments
which I want to show my learners or let my students do, must be done in their class.
For occupational health and safety, I am not able to do all experiments that I would like.
Thus, I very often use the Internet to show them different experiments e.g. on Yotube.
With regard to the fact that Chemistry as a school subject is considered to be one
of the most difficult subjects at schools, it would be great to have a chemical laboratory
in the future because I share the opinion that students would be more interested in this
subject if they could do different experiments.
However, their attitudes towards Chemistry have emerged from the final
questionnaire (see Chapter 2.3.2 and also Appendix 16, 17).
2.1.5 Time schedule

CLIL was piloted during three weeks at the end of the school year in five lessons
from the 1st June to 17th June 2015. I exposed learners to a modular (also called
Subject-led) form of CLIL.( see Chapter 1.1.5). As I teach these students both English
and Chemistry myself, I was not dependent on other teachers.
2.1.6 Planning a series of lessons

Personally speaking, to prepare a series of detailed CLIL lessons was
demanding for me and it took me a long time. In comparison with a classical non-CLIL
lesson, I had to carefully consider more aspects (e.g., the balance of language and
content, the type of CLIL approach etc.).
Having mentioned above, the choice of the core subject was clear to me. As a
teacher of Chemistry, I also did not spend much time by identifying the content
knowledge and skills which my learners will be taught. I only kept in mind that this
content should be in accordance with our school curriculum. In the next step, I had to
analyze the language needed in every lesson (as it is discussed in Chapter 1.1.3) and
31
also provide appropriate language support for communication, thinking and
learning.(see Chapter 1.1.8)
When I designed a set of tasks and activities presented in every CLIL lesson, I
used a mind map template as it was recommended in Chapter 1.1.3 (see Figure 1) and I
also took into account the strengths and weaknesses of my learners. In my lesson plans,
I used a wide range of activity types with different focus and purpose. (e.g., checking
previous knowledge, expanding vocabulary, consolidating knowledge, developing
higher or lower order thinking skills, etc.)
With regard to the basic criteria which CLIL materials should have (see in
Chapter 1.1.7), I used only few ready-made materials. Most of the materials used in my
lessons had to be adapted from authentic ones or prepared by myself.
Lastly, I did not forget to use different types of assessment (as discussed in
Chapter 1.1.9) focused mainly on the content.
2.2 CLIL Lesson Plans
2.2.1 Lesson plan 1 - Vitamins

First, revise what the students have learnt about
vitamins in the previous year
To learn new vocabulary
By the end of this lesson the students will know that
vitamins are divided in two groups according to their
Main aim solubility
I want to maximise the learner´s speaking through
Personal aim pair and group work
The students have learnt generally about Ńutrition´ in
Previous knowledge of the subjects such as Humans and the World of Work
subject and Health Education in the previous school years
Percentage L1/L2 30/70

The students will
- understand what vitamins are and how
important they are for life
- classify vitamins into two groups, i.e. fat-
soluble and water-soluble vitamins as a result
Content Outcomes of their own experience
32
- be able to follow simple instructions to do a
simple experiment
The students will
- be able to read and understand subject-specific
vocabulary (water-soluble vitamins, fat-
soluble vitamins, intake, deficiency,organic
nutrients, dissolve, disorder)
- take part in a simple discussion, e.g. asking for
and giving opinion
- revise (the students learned this grammar in
the first term of that school year) and use zero
conditional needed for conducting a simple
Language Outcomes experiment
Skills Listening, speaking, reading, writing

For learning (e.g. predicting the meaning of unknown
words from the context; sorting vitamins in the given
graphic organisers), problem – solving (e.g.
classifying vitamins in two groups), for
communication (e.g. sharing ideas recorded in the
KWL grid), for working (e.g. doing an experiment),
social and interpersonal competencies
(e.g.cooperation with others while doing an
experiment, participation in a discussion within a
Competency small group as well as in the class)
Patterns of interaction S-S, T-S, T-Ss

- Chemicals – methylene chloride (CH2Cl2),
deionized water, vitamins - A, C, D, E, K, B1,
B2, B6, B12, folid acid, biotin, panthotetic
acid, niacin
Materials - test tubes, organic waste container
Resources Appendix 1, 2, 3
The students could be motivated and engaged with the
Assumptions topic, especially by conducting a simple experiment
PROCEDURE
Stage 1: KWL grid – activating
Interaction / timing: T-Ss 5 min
33
The teacher divides the students into heterogenous groups of four. In one of the
groups there are just two students. Each group gets a KWL grid with three columns. In
the first column, the students have to write down what they already know about the
topic - vitamins. In the second column, the learners write questions what more they
want to know more about vitamins. The third column, where the students outline what
they have learned, will be filled after all lessons. (see Appendix 1)
 Before the students start to complete the grid, the teacher clarifies what the final
product will be (posters with different vitamins) in order to do this activity more
effectively.
(activity is adapted from: CLIL Activities. A resource for subject and language
teachers. (p. 97)
Stage 2: Clarifying aims of lesson:
 First, the teacher asks the groups to share their ideas they have recorded in the
first and the second column of the KWL grid.
 Then, the teacher shows expected outcomes of this lesson on OHT.
Stage 3: Reading task – Basic facts about Vitamins
Interaction / timing: S-S 12 min

 In the first part of this stage, the students read a short text about vitamins and try
to fill in the gaps with the words from the box. They try to predict the meaning
of the unknown words from the context and also from the given definitions
provided in the glossary. (see Appendix 2)
 In the second part, the teacher writes on the board the following question and
tries to encourage all students to participate in a discussion as a class
(developing higher order thinking skills)
What does it mean when something is called “organic?” How does it relate to
vitamins?
34
 Finally, the teacher goes over new vocabulary with the students by checking
their answers first, then the students repeat the new words after the teacher and
make notes on pronunciation in their exercise books.
(vitamins, intake, deficiency, adequate, nutritient, disorder)
Stage 4: Experiment - Solubility of Vitamins
Interaction / timing: T-Ss; S -S 20 min
 The teacher explains to the students that they will work in pairs and do a simple
experiment. Their task is to find out what vitamins are soluble in water and what
vitamins are soluble in fat.
 In order the students understand and learn new subject-specific vocabulary and
also use correctly language which is needed, the teacher demonstrates this
experiment on vitamin – C and thus consolidate learning.
Content support:
ORGANIC
WASTE
CONTAINER
ORGANIC
METHYLENE
WASTE
DICHLORID
TEST TUBE CONTAINER
DEIONIZED
WATER
DEIONIZED PILLS DROP

WATER
35
Language support:
1) Revision of zero conditional
If + present simple, .... present simple.
(This conditional is used when the result will always happen.)

A
C
D
Methylene E
dichlorid K it dissolves
B1
If we add to vitamin B2
Deionized B6 it does not
water
B12 dissolve
folic acid
biotin
pantothenic acid (present simple)
(present simple)
niacin
2) Giving opinion, Agreeing/Diagreeing

I think / Yes, I agree. / I think so too. / I don't think so either. / I'd go along with that. /
That's true. / I agree with you entirely. / That's just what I was thinking.
That's different / I don't agree with you. / However…/ That's not entirely true. / I'm
sorry to disagree with you, but…/ Yes, but don't you think…
 Before conducting this experiment the students guess what vitamins are soluable
in water / fat and after that they verify their assumptions by testing vitamins
available - A, C, D, E, K, B1 , B2 ,B6, B12, folic acid, biotin, pantothenic acid,
niacin according to the instructions in the handout.
 The students write down their findings in the given graphic organisers. (see
Appendix 3)
 Finally, the teacher asks the students whether they had any problems while doing
the experiment and how they solved them. The results that they have found are
disscussed in a plenary.
36
Stage 4: Setting Voluntary Homework
 The students can find out on the Internet, in encyclopedias and by using other
sources how water-soluble vitamins differ from fat-soluble vitamins.
Feedback:
I can say that my overall feeling after the first CLIL lesson was good. As my
students were informed about integrating English into Chemistry in advance, they were
not confused and what really surprised me was that they did different tasks naturally
without any fear.
The aim of the first activity was to activate the students´ prior knowledge. They
have already studied vitamins briefly in the subjects such as Humans and the World of
Work. At the beginning of this activity I had to remind the students that all their ideas
should be recorded not discussed at this stage. I also had to help one group to assign a
student who would write down their ideas because they had difficulties with selecting
this person. The students shared their ideas and discussed them during the second stage.
Showing the lesson aims on OHT, I wanted to encourage the learners to develop their
learning strategies - setting short or long term goals.
Working with the text in the third stage gave students the opportunity to meet new
words. By providing context sentences and also giving definitions of new words, the
students could easily grasp the meaning of the new words without translating them in
L1. I must admit that this part of this stage was slightly difficult for them because there
was quite a lot of new vocabulary in a short text. The students actively discussed the
questions written on the board. They used their mother tongue.
What the students enjoyed the most was the stage 4, where they could conduct a
simple experiment independently of the teacher, work in pairs and find out what
vitamins are soluble in water or fat. In order to my students to feel relaxed while doing
this task and also to eliminate using their mother language, I supported their learning in
different ways. They were provided with content and language support, i.e.
demonstrating the task, using model texts for production of the language, substitution
tables or using visual organiser. Finally, they got voluntary homework for the next
lesson.
37
2.2.2 Lesson plan 2 - Vitamin C (part 1)
To enable the learners to understand that vitamin C is
Main aim essential for our lives
To develop the learners´ abilities to infer the meaning
of unknown words by using different clues (visual,
Personal aim text)
They have heard about the illness of sailors – scurvy
Previous knowledge of in History lesson in the 6th grade in connection with
subject famous voyages of exploration

The students will
- understand why vitamin C is essential for our
ves
- understand what illness - scurvy is and
describe its main symptoms
- name sources (vegetables and fruit) of vitamin
Content Outcomes C
The students will
- be able to make predictions of unknown words
- read and understand subject-specific
vocabulary
- use phrases for describing words
Language Outcomes and giving opinion

For learning, problem - solving, for communication,
Competency social and interpersonal competencies

Cards with vocabulary; useful phrases for describing
Materials words
Resources Appendix 4, 5
The students will like starting the topic of the lesson
Assumptions with a song
38
PROCEDURE:
Stage 1: Vitamin C - Warm – up activity (watching - listening to the song

“Scurvy Love” ) 5
 The students have to watch and listen to a song. Then they guess what the
today´s topic is by answering the question:
What do you think the today´s topic is?
 The teacher shows expected outcomes on OHT and discusses them with class.
Stage 3: Scurvy and its symptoms (pre-teaching vocabulary)
Interaction/timing: S-S, T-Ss 15 min

 Each pair of the students gets handout (see Appendix 4)
 In pairs the students try to predict new vocabulary from pictures and the related
text
 In order to help students with lower level of English, there is a glossary
 The teacher listens to the students´ predictions and gives them advise how the
meaning of an unknown word can be inferred
 At the end of this activity the teacher writes on the blackboard new vocabulary
(scurvy, symptoms, poor wound healing, swollen gums, irritable, red blotches,
itch, joints, bruise, pain ), pronounces each word several times if it is necessary
and the students repeat it after the teacher.
 The students put down new vocabulary with its pronunciation in their exercise
books.
5
Available from: Yotube: www.youtube.com/watch?v=1TNAMzDtZrw
39
Stage 4: Group brainstorm activity – Vegetables and fruit (review vocabulary)
Interaction/timing: S-S, T-Ss 6 min
 The students work in groups of 4 - 5. There are 4 groups in the class. Each group
has one writer who has a pen and paper. The groups list as much as they can
within the time limit.
 The teacher gets the groups to read out their lists. The group with the longest list
is the winner. The teacher writes all their ideas on the board to make a class list.
 The teacher adds some new vocabulary of food which students do not know but
which will be needed in the next lessons. The teacher pronounce it several times,
the students repeat and write the new words down in their exercise books.
 Finally, the teacher asks what vegetables or fruit were shown and mentioned in a
song in order to prevent scurvy. Each student who remembers it can go to the
blackboard and circle (only one) the name of the vegetable or fruit.
Stage 5: Recap activity (review vocabulary – scurvy and its symptoms and vegetables
and fruit containing vitamin C)
Interaction/timing: 4 min
 In order to check the names of food which contain vitamin C and thus prevent
scurvy, the students listen to the song again.
Stage 6: Game – Guess the word (revision of vocabulary from the previous and this
lesson)
 The teacher prepares a list of words having learnt in the previous and this lesson.
Each word is written on a separate card and puts all the cards upside down in a
pile at the front of the class. Then the teacher divides the class into two teams, A
and B.
 A learner from Team A has to pick up a card from the pile and describe or draw
or even mime this word (it depends on the learner) for their team without
mentioning the word. Team A tries to guess the word being described. When
40
they have guessed the word, the learner picks up a new card and continues. The
team has two minutes to guess as many words as possible.
 After two minutes, it´s Team B´s turn.
teachers. (p. 146)
List of guessed words:
- scurvy, swollen gums, irritable, red blotches, drop, pills, test tube, itch, organic
waste container, tooth loss, bleeding gums, fatigue, broccoli, liver, pears, fish
oil, grains, cabbage, fish, milk, eggs, lettuce, tomato, green beans, spinach,
cheese, asparagus, poultry, watermelon, water-soluble vitamins, fat-soluble
vitamins, chicken breast, peppers, kiwi, carrot, nuts, mushrooms, banana
Useful expressions for describing words:

It´s a noun/ an adjective/ a verb …
It´s a thing
- It´s blue/ round/ soft,..

- It´s made of wood/ plastic,..
It´s someone who…
It´ s a feeling you get when …
It´s something you wear/ eat / …
It´s opposite of …
It´s how you feel when you are …
Stage 7: Checking voluntary homework from previous lesson
 The teacher asks the students who did voluntary homework, checks it and then
shows the possible correct answers on OHT. (see Appendix 5)
41
Feedback:
In order to get the students alert and also relaxed I chose a song as a warmer
through which the topic of this lesson was introduced. By watching and also listening to
the song students successfully guessed that the topic was about a serious disease caused
by lack of vitamin C – scurvy then about vitamin C sources and so on. Students liked
this song a lot, some of them have already known the song with another text, having
sung by Rihanna and called ´Disturbia´.
After having set the expected outcomes of this lesson in stage 2, students were
exposed to new vocabulary in the stage 3, where they had to infer the meaning of
unknown words from the short sentences accompanied by picture clues and a poster.
I hold the view that the students need many opportunities for practising this skill. I
also provided a glossary for the students whose level of English is lower. After that
students were taught new words directly and were supposed to make notes of them in
their exercise books.
Another stage 4 was represented as a competition. Every student tried to think up
as many names of vegetables and fruit as they could. The students really enjoyed this
interactive lead-in activity.
The new vocabulary was consolidated in the following two activities again. The
most successful activity was the last one. The students had a lot of fun. As they could
choose whether they would describe, draw or mime words everybody wanted to
participate. For the learners who decided to describe the word I provided support in the
form of phrases displayed on OHT. After this funny activity I checked voluntary
homework and displayed the possible correct answers on OHT (see Appendix 5).
To conclude, the students enjoyed this lesson from the beginning till the end a lot.
They had many opportunities for learning and practising new vocabulary. This lesson
was really successful.
42
2.2.3 Lesson plan 3 - Vitamin C (part 2)
Teach the students how to determine vitamin C in
Main aim different foods
Let the students work on an experiment
Personal aim independently from the teacher
Previous knowledge of The students have learned about redox-reactions at
subject the beginning of this school year

The students will
- understand possible ways how vitamin C can
be determined in different food
- review the redox-reactions and thus understand
the principle on which determination of
vitamin C is based
- be able to follow simple instructions to make a
simple experiment
Content Outcomes
The students will
vocabulary
- be able to use a paired construction - the
more…the, which they learned in the 8th class
Language Outcomes and giving opinion

Competency for working, social and interpersonal competencies

tincture of iodine, deionized water, vitamin C pill, an
Materials apple, a banana, a lemon, test tubes
I suppose some students will have problems to
Assumptions remember what redox-reactions are
Stage 1: Watching an experiment – How to test for vitamin C in fruit and

vegetables (listening – reading and writing activity)
43
 The students watch the video6 and discuss in pairs if these sentences are true or
false. They correct the false sentences.
a) When FeCl3 is added to orange lemonade, orange juice and vitamin C pill
dissolved in water, the colour of these three samples has changed. T/F
b) Then, if a few drops of K3[Fe(CN)6] is added, the colour of three samples
containing vitamin C has turned in yellow colour. T/F
c) The following reaction is a non-redox reaction. T/F
If this reaction is a redox, identify the reactant that is reduced and the
reactant that is oxidized.
FeCl3 vit.CFeCl2
+ 2 FeCl3 + 2 FeCl2 + 2 HCl

Vitamin C
 After discussing the statements a) – c), with regards to the introductory

experiment they try to explain statements above and the given reaction.
“How vitamin C can be determined in different food sources.”
 Finally, the teacher goes through the statements with the whole class, discusses
their opinions and then lets one voluntary student revise redox reaction which is
the core of the experiment. In case of doubts and ambiguities the teacher
clarifies them. (see Appendix 6)
6
Available from: https://www.youtube.com/watch?v=yYtJwbLuUcI
44
 The teacher shows expected outcomes on OHT and discusses them with the
class.
Stage 3: Experiment - Testing for vitamin C (Which fruit has the most vitamin C)
 The teacher explains to the students that they will work in groups of 4-5 and do a simple
experiment. Their task is to find out which fruit has the most of vitamin C.
 In order to understand the instructions of the experiment on the students´

handouts (see Appendix 7), the teacher preteaches new subject-specific
vocabulary and also reviews the paired construction (the correlative
comparative) the more….the…, by doing a simple exercise written on the
blackboard – matching the halves of sentences. This grammar is needed for
basic communication during the following experiment.
Match the half sentences:
The more people you invite, the more food will be there for us.
The more she talked, the happier I will be.
The less I know about her problems, the more confused I was.
The less people come, the more food you´ll have to prepare.
 The students do an experiment in groups and fill their results in the gaps in their
handouts (see Appendix 7).
 Finally, the teacher encourages the learners to evaluate their experiment,

discusses any problems they had and makes the conclusions from their results.
45
Feedback:
The third lesson was focused on doing some experiments in which the students
found out how vitamin C could be determined in different foods, especially in fruit and
vegetables.
The lesson started by watching a video with an experiment in which one way of
determination of vitamin C in different food was shown. After watching the video the
students had to decide whether the following statements were true or false, plus to
correct the false ones. As the students watched carefully this experiment, they did not
have any problems with answering the first two statements. This part of the task can be
considered as a lower – order thinking activity. However, some of my students got into
difficulties when they wanted to solve statement c). Although they learned what redox -
reactions are at the beginning of this school year, they could not easily recall everything
about them. So I decided to choose one voluntary student who remembered and knew
what redox-ractions were and told him that he would become a teacher for a while and
that his task would be to revise redox-reactions in his mother language with other
students by asking and answering different questions. As an example he could use the
redox - reaction which was the core of this experiment. From my own experience I
found out that it is sometimes better and more useful to let the students explain
something to their classmates in their own words. Finally, I briefly showed the principle
of redox-reaction and also clarified some ambiguities on OHT. (see Appendix 6)
After clarifying aims of the lesson the students did a simple experiment in groups.
Again I must say that the students liked doing the experiments by themselves. They
were enthusiastic about finding what food contains the most of vitamin C. What really
surprised them was that they did not know that bananas also contain vitamin C. They
followed the instructions written in the target language on their handouts, filled their
results in the gaps and also in the chart. They were also allowed to use L1.
Next time I would probably add starch to make the iodine colour easier to see
because this makes the blue-black coloured complex. We can also use this reaction to
compare the amounts of vitamin C in different juices in another future experiment.
46
2.2.4 Lesson plan 4 - Other vitamins - basic facts
The students will be able to look up important
Main aim information about other vitamins independently
I want to reduce the teacher´s talking time to
minimum and maximise the learner´s speaking
Personal aim through pair and then group work
Previous knowledge of The students learned a lot about vitamin C in the
subject previous lessons

The students will
- be able to complete the graphic organiser using
the information in the given text (represent
information from a text visually)
- have general knowledge about vitamin C (its
main properties, functions, sources, deficiency
Content Outcomes problems, dosage,..)
The students will
vocabulary
- be able to take part in a simple discussion, ask
and give opinion
- be able to form and ask questions
- be able to gather and use information for
Language Outcomes research purposes

Competency for working, social and interpersonal competencies
Materials Internet access, dictionaries, handout with a chart

The students could be motivated and engaged with
these activities. By working in pairs and mainly in the
groups the learners whose English is weaker could
Assumptions shine.
Stage 1: Reading a text Super Vitamin C - Graphic organiser – Spider map
 The teacher introduces the topic of the text.
47
 Each learner gets a copy of the empty graphic organiser - ´Spider map´ (see
Appendix 9) that teacher has designed. The teacher asks students to work in
pairs to complete as much as information they can before reading the text.
 Next, each pair gets a copy of the text (see Appendix 10) and have to correct and
complete their graphic organisers by using the information in the text.
 Finally, teacher shows the completed graphic organiser on OHT and discusses it
with the students.
teachers. p. 120)
Stage 2: Making research - Jigsaw activity

 The teacher devides students into 4 groups of 4-5 .
 By using computers with the Internet access, each group will have to look up
some information about other vitamins (main properties, functions, sources,
deficiency problems, dosage) and fill these information in the table on their
handouts (see Appendix 11) where a model of vitamin C is provided.
 As the language support the teacher provides the language frame on the OHT so
the students could form questions correctly:
What are main properties of

vitamin C,…?
What deficiency have you found about

problems vitamin K?
What are main functions of

vitamin B6,..?
Is vitamin E fat soluble?
 When the students from each group fill information about their vitamins in the
chart, they regroup to share information to complete all missing information.
 The teacher recommends the students some useful websites they can use:
48
 http://www.health.com/
 http://www.nhs.uk/
 http://ods.od.nih.gov/
 kidshealth.org, …
Group 1 – will look up information about vitamin A, D, folic acid

Group 2 – will look up information about vitamin E, K, niacin
Group 3 – will look up information about vitamin B1, B2, biotin
Group 4 – will look up information about vitamin B6, B12, pantothetic acid
Stage 3: Setting homework

1) Filling ćan do´ statements
2) Making Posters (Final project)

 The students get two pieces of homework:
- First, they will fill the ćan do´ statements to assess what they already knew or
need to improve (Appendix 12).
- Then, they will have to make a poster and hand it to the teacher in one week.
Information about the final project - Poster:

 Every student will have to make a poster in English on one vitamin. As there
are 18 students and only 13 vitamins some posters will be similar.
 The teacher informs students about the criteria the poster should meet:
Concerning language (especially subject-specific vocabulary and general
vocabulary):
- the name of vitamin (another chemical name – it is voluntary)
- main properties (solubility in water/fat, an antioxidant)
- main functions
49
- main sources (e.g. liver, carrot, broccoli, butter, spinach,…- pictures, photos or
drawings are required)
- deficiency problems with the most important illnesses of the given vitamin (e.g.
scurvy, beriberi, anaemia…) – pictures, photos can be added
- dosage
Concerning content (all information about vitamin must be clear and true, the
amount of information used in the poster must be adequate )
Concerning learning skills (information used in the poster must be organised,
well explained and easy to understand)
Feedback:
The first stage of the fourth lesson started with activating the previous
knowledge about vitamin C. The students worked in pairs and filled information that
they have remembered in the given graphic organiser. I was really pleased that they
have learned a lot. Then they read a text and searched for the required information up in
the text and completed the graphic organiser. I consider this activity highly important
because looking up key information in a text is an essential skill for successful learning.
The students were personally involved in the second activity. Slight problems
appeared when they had to agree on information everybody looks up. As some of them
are extremely skilled with computers they did not have any difficulties and worked
quite fast. I only monitored how they were doing these tasks.
During the jigsaw activity, I sometimes had to point out that they should use the
target language by asking the questions, not their mother language.
Finally, I set the homework. By doing the first homework students should become
conscious of what they know about the topic and what they should revise before the
final lesson. The other homework is a final project in which students have to show that
they understand the topic – what the vitamins are and why they are so essential in our
lives. I explained the main criteria it should meet. I also informed the students that the
aims of the next lesson will be a revision and a test.
50
2.2.5 Lesson 5 - Revision and assessment
Stage 1: Warm – up: VITAMINS - REVISION (revision activity)
 Before taking a test individually, the students revise together by answering

revision questions from previous lessons. (see Appendix 13)
 The students stand in two parallel circles – 9 students in the inner circle and 9
students in the outer circle, facing each other.
 The teacher shows the first question in a Power Point presentation and the
students discuss their answer with the person opposite them.
 Then the teacher tells the students who are in the outer circle to move one
person to the left, so that the students are facing a new partner and shows them
the second question. The students discuss this question with their new partner.
 After discussing the second question, the teacher tells the students who are in
the inner circle to move to the left and shows the third question which students
have to discuss with their new partner.
 Rotation of the circles continues when each question is discussed with a
different student.
 After this activity the students take a written test.
teachers. (p. 266)
Stage 2: Writing a test - (revision activity)
Interaction / timing: Ss 20 min

 The students write an assessment test which consists of five parts. (see Appendix
14, 15)
51
Stage 3: Questionnaire
Interaction / timing: Ss 5 min

 The students complete a final questionnaire and write their attitudes towards
English and Chemistry being taught separately and then another one with the
regard to the five lessons in which some parts of Chemistry were taught in
English. (see Appendix 16, 17)
Final feedback:
The final lesson started by a revision of knowledge about vitamins in the form of
questions. The students had the possibility to revise vitamins together before taking a
test. I personally like this form of revision because through this kind of activity the
students have the possibility to revise their knowledge and also calm down before
taking a test.
Then the students wrote the test in which the questions were in the target
language. The test consisted of five parts – gap-fill reading exercise, choosing the
correct answer, matching exercise, true or false exercise and writing objective answers
(i.e., giving facts) about how vitamin C can be proved in different food sources.
Considering how demanding the last part of the test was, the students were allowed to
provide explanation in their mother tongue. As the results of the test showed, students
understood the topic – vitamins quite successfully. As I envisaged, the fifth part of the
test was the most demanding for them because the type of required answer was open
and extended.
The last part of this lesson was devoted to students´ feedback on the CLIL lessons
in the form of a short questionnaire. The results of the students´feedback can be seen in
Chapter 2.3.2.
As far as the assessments are concerned, during these five CLIL lessons I used
different types. I used formative assessment when I observed my students during
different collaborative pair and group work, e.g. conducting experiments, making
research, doing jigsaw activity, doing revision activity before test, which meant
answering revision questions and so on. The student also assessed themselves in Ćan
do´ statements which was set as homework. At the end of each lesson, the students gave
52
me a short feedback on the given lesson as a whole class in the form of answers to the
following questions: What have you learned today? What was difficult/easy for you?
Did you like this lesson? I also used summative assessment, especially at the end of
these lessons - when I assessed their tests and evaluated their final projects. Both tests
and final projects were graded according to the certain criteria. What I would like to
change in futur is that I would let my students to assess their final projects themselves
instead of me in the form of peer assessment. The students could present their final
projects orally. The assessment criteria could be – organisation, understandability,
grammar, vocabulary, spelling, speaking and also creativity.
2.3 Data Analysis
2.3.1 Assessment test – Vitamins

As stated in the introduction, the content, also called the subject specific
knowledge belonged to one of the main learning outcomes of these CLIL lessons. In
order to be these outcomes achievable, I provided my learners with a wide range of
different activities and tasks. To measure these subject specific knowledge outcomes, I
used an assessment test, which is a type of summative assessment. The students wrote
the test after doing the revision activity in the last lesson. The test consisted of five parts
and the time limit for this test was 20 minutes. Although the instructions of all parts of
the test were in English, the foreign language was not evaluated by mark as the content
so the learners were asked to answer the last task in their mother tongue. There were
two reasons why I decided to use the target language for instruction. First, I wanted my
students to be exposed to the foreign language as much as possible and than to let them
revise new subject-specific vocabulary again to consolidate it.
Being aware of the fact that assessment of the subject content in a non-native
language could be difficult for some of my learners, I provided several support
strategies. Firstly, I let the students explain instructions of all parts in L1 and than I also
allowed my students who got into troubles during the assessment to use a bilingual
dictionary.
53
To sum up, the students were assessed only for the subject specific knowledge in
the form of marks. The table below shows how many correct answers each student
gained from each part of the test and what final mark got according to the evaluation
criteria (see Appendix 15, Table 2).
Table 1:
Student 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 %
Task 1 11 10 4 11 10 5 9 12 11 12 11 12 6 10 3 8 6 10 74,54
(12)
Task 2 4 3 1 4 3 2 3 5 4 5 4 5 2 4 1 3 2 4 65,55
(5)
Task 3 4 3 2 4 3 2 3 4 4 4 4 4 2 4 2 3 1 3 77,78
(4)
Task 4 4 4 1 4 4 2 4 4 4 4 4 4 2 4 1 2 1 4 79,17
(4)
Task 5 3 3 1 2 2 2 3 5 3 5 4 5 1 5 1 2 1 3 56,67
(5)
Correct 26 23 9 25 22 13 22 30 26 30 27 30 13 27 8 18 11 24 71,11
answers
(30)
Mark 2 2 4 2 2 4 2 1 2 1 1 1 4 1 4 3 4 2 Ø2,33
The first task was a fill-in-the blank activity, during which the students had to
read for detail and identify the key words needed to fill in the gaps. To make this task
easier I prepared a box with the key words missing below the text. There were twelve
key words and the students could get one point for each correct key word. The students
could practise this type of task in the first CLIL lesson in stage 3 (see Chapter 2.2.1). As
the Table 2 shows, students were quite successful. They mostly made mistakes in the
third and the fourth gap i.e., they filled water-soluble instead of fat-soluble in the third
gap.
The aim of the second task was to choose the correct answers for the given
statements. All the correct answers were awarded with five points, one for each part of
54
the task. As Table 2 indicates this task was more demanding for them than the first one.
The most mistakes were made in the third part and the second part of this task.
The third task was a matching activity based on the knowledge of vitamins´
functions. There were only four parts and students could get four points. As results of
this task show this task was not difficult.
The most successful task was the fourth. 79,17% of all the anwers were correct.
The purpose of this task was to check the students´ understanding of the details in the
text by deciding whether the statements are true or false. Most mistakes were made in
the part a) and c).
The last assessment task of the test was the most difficult. As the results show
only about a half of all answers were correct. Since the students were asked to produce
the correct answer not just to choose the correct one they found it the most demanding..
The type of answers was open and objective, where students should explain some facts
and provide an example by describing an experiment. The total number of points which
each student could get was 5. Most students did not have problems to describe an
experiment. The second and the third part of this task proved to be more demanding.
There were only three students whose all answers from this task were correct. Being
aware of these results, in the future I should prepare more activities which would focus
more on the theory.
To conclude, I was satisfied with the students´ results from this assessment test.
Nobody failed. All the students tried to do their best.
2.3.2 Students´ questionnaires

At the end of the last lesson the students were asked to sign a simple questionnaire
and answer the following questions questions (see Appendix 16, 17) to find out their
attitudes towards both school subjects, English and Chemistry and also towards CLIL
method to which they were exposed in five CLIL lessons. Although the questions were
in English, I was not afraid that the students would have some problems with their
understanding because the language used in the questions was not difficult. However,
for students whose level of English was low, I provided support in the form of
paraphrasing language. As for the support for the last question I used an explanation in
55
L1. Both these support strategies were used before filling in the questionnaire. The
students were told to answer all the questions in their mother tongue.
The results are listed above:
Questionnaire results:
Figure 3: Do you like English?
Yes, I do.
No, I do not.
I do not mind.
Figure 3 shows that 78% of respondents liked English. Most of them admitted that
studying English would be important for their future. One student did not like English at
all and two pupils remained neutral.
Figure 4: Do you like Chemistry?
Yes, I do.
No, I do not.
I do not mind.
56
As we can see from the figure 4, only 39% of respondents liked Chemistry.
Seven students did not like Chemistry at all and 22% of respondents remained neutral.
According to the students´ answers the majority of the students prefered English
to Chemistry. As the reason they mentioned the fact that Chemistry belongs to the most
difficult subjects. Some students considered Chemistry not only demanding but also
boring especially for theoretical lessons. However, the majority of the students who
expressed their negative feelings towards Chemistry admitted that if they had more
opportunities to do experiments and discover something especially by themselves their
attitudes would be more positive.
Figure 5: Did you like the five previous lessons where Chemistry was taught through
English?
Yes, I did.
No, I did not.
I did not mind.
Figure 5 depicts studentsáttitudes towards five lessons where CLIL method was
used. I felt extremely surprised that 89% of repondents liked the five lessons when some
parts of Chemistry were taught through English. There was one student who remained
neutral and also one student who did not like these lessons at all. But frankly speaking,
this is a pupil who is not interested in any school subject, except for P.E.
a) What was the most difficult for you?
Most of the students mentioned the subject-specific vocabulary as the most

difficult part (i.e., especially the names of different symptoms) in the first lesson. Some
of my students admitted that some of the activities which were connected with working
with a text were demanding and sometimes a little boring.
57
b) What was easy for you?
The learners considered words connected with different food easy because they
knew them from the past.
c) What did you enjoy the most?
As the most entertaining and even funny activities they mentioned: doing
experiments, playing game - guessing the word and performing research in groups by
using the Internet.
Question 4 - Would you like to have more CLIL lessons in the future?
In what subjects should it be? (e.g. biology, history, music, art)
In future, they would be glad if some parts – topics of different subjects would be
taught by using CLIL methodology. My students mentioned History, PE, Music, ICT
and also Chemistry as suitable subjects where CLIL could be used.
2.3.3 The final project – Poster (Vitamins)

As the main outcome of these CLIL lessons was to create a poster which covered
three important areas such as language, content and learning skills. The students were
assessed according to teacher´s assessment rubric (see Appendix 18, Table 3.)
Figure 6. The results of the final project
Level 3
Level 1
Level 2
Level 3
Level 2
Level 1
58
Key:
level 1 - level 2 - level 3 -
As the results of this graph shown (see Figure 6), the majority of the students
prepared very nice posters which met the certain criteria. (you can see two examples of
these posters in Appendix 19).
11 students of 18 achieved level 1, 5 students level 2 and only 2 students reached
level 3. All the students used visuals such as pictures, photos or drawings when
presenting vocabulary. (names of different fruit and vegetables, diseases, etc.)
The students who reached level 2 usually had problems with the vocabulary
criterion. They made some mistakes in spelling of some words e.g., acrobic acid instead
of ascorbic acid, heals wunds instead of wounds, bruse instead of bruise,etc.)
Two students with level 3 had problems with more criteria such as language
(vocabulary – also spelling mistakes) and content (there were not all required
information). One poster also contained information which was disorganised.
As far as the feedback of their final projects is concerned, it was provided orally
in the form of comments on their strengths, areas that should be improved, as well as
suggestions for their future improvement.
59
CONCLUSION
The primary focus of my final work was to introduce one of the most suitable
st
teaching methods in the 21 century, CLIL, to the students who are at a difficult period
of life, in other words, who are teenagers. I was fully aware of the fact that it is not easy
to engage and so motivate these young people who can be very often unsure about
themselves, who have to deal with different problems. Having tried to take into account
their different problems, I assumed that teaching subject through foreign language could
interest them and also arouse their motivation. I came out of the fact that CLIL as a
teaching method, is not only about education but also about learning how to be a good
citizen, how to live in society and be able to communicate with people from other
cultures, how to become self-reliant, how to gain qualities that employers are looking
for and so on.
On the basis of principles of CLIL method discussed in the theoretical part, I
presented five lesson plans. The topic of these lessons was chosen with regard to
learners´ previous knowledge – “Vitamins and their importance in our lives”. The
students were exposed to a variety of task types (classification, prediction, various
forms of interaction, jigsaw, information transfer and so on). Lessons also included
different support strategies (visuals – video, pictures, charts, glossaries and language
frames for making questions, zero conditional, etc.). The students were also allowed to
use L1 during experiments. In every lesson, I always tried to train not only all four
language skills (reading, listening, speaking and writing) but also to develop skills to
cooperate and communicate. As far as key vocabulary is concerned, it was mainly
introduced through a gap-fill and using glossary. I also used a wide range of CLIL
resources, such as: book-based materials (dictionaries, encyclopaedias), materials for
competitions (paper, pens, chalks, cards, blackboard), materials for experiments –
(different chemicals, laboratory equipment – tubes, etc.), materials for final projects
(glues, scissors, crayons, etc.). New information was presented by using different texts,
illustrations, visual organisers and also video and audio (a song, an experiment, etc). I
and also my students could use a wide range of technology – computers with Internet
access, Data Projector, etc.). Although the central focus of this final work was placed on
teenagers´ motivation which I tried to arouse through different types of activities,
another aim of my lessons was to foster co-operation between students and to create
60
safe and comfortable atmosphere full of mutual respect. Different tasks were based on
collaboration through pairwork and groupwork. The students felt responsible for their
work.
To conclude, the students were engaged during these five lessons and enjoyed
them a lot, especially by doing the experiments (see Appendix 8). As I observed the
students during these lessons, it was obvious that every student cooperated not only in a
pair but also with other students of his or her group effeciently and did different
activities and tasks. The students did not get also bored because they were exposed to a
wide range of activities and materials which focused on their different learning styles
and intelligences. As the final tests and also final projects showed, the students learned
and grasped the topic successfully. There is one thing I would probably change next
time and that is the timing – I think that the learners needed more times for some of the
activities.
Finally, I would say that although it was my first experience with teaching CLIL,
my enthusiasm for this method did not evaporate. In the future, I would like my
colleagues to support this method in our school also in other subjects.
The fact, that the students were more interested in teaching subject through
language by using a wide range of activities than separately, should show the teachers
that although it is demanding and mainly time-consuming to implement CLIL in
teaching, teachers should not be afraid of this effort. In my point of view, a good teacher
is a person who is not afraid of different obstacles when introducing something new,
challenging and innovative.
61
References
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Clegg, J., (n.d.). Article: Teacher collaboration in CLIL. Retrieved from
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integrated-learning-v-cr?highlightWords=CLIL+%C4%8CR
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Dalton-Puffer, Ch. (2007). Discourse in Content and Language Integrated Learning
(CLIL) Clasrrooms. Amsterdam. The Netherlands. John Benjamins Publishing
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www.teachingenglish.org.uk/article/clil-a-lesson-framework
Deller, S., & Price, C. (2007). Teaching Other Subjects Through English. Oxford:
Oxford University Press.
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https://en.wikipedia.org/wiki/Educational_assessment
Eurydice Survey (2006) CLIL at School in Europe. Brussels: Eurydice
Foppoli, J. (n.d.) Authentic vs. Graded Material in Second Languages. Esl base.
Retrieved from http://www.eslbase.com/articles/authentic-materials
Gierlinger, E. (2012). CLIL Models. Retrieved from
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Kubů, M., Matoušková, P., & Mužík, P. (2012). Výzkum implementace metody CLIL
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López, E. A. (n.d.) CLIL Teacher Training across Europe. Current State of the Art,
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Marsh, D. (2002). CLIL/EMILE – The European Dimension: Actions, Trends and
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2014/mehisto_criteria_for_producing_clil_learning_material.pdf
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Maxmillan Education.
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successful-planning-and-teaching-strategies
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integrovaná výuka cizího jazyka a odborného předmětu na 2. stupni základní školy a
v nižších ročnících víceletého gymnázia. Retrieved from
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Novotná, J. (2013) CLIL v českém vzdělávacím systému. Retrieved from
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SYSTEMU.html/
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ciziho-jazyka.html
Scarino, A. & Liddicoat, A. J. (2009). Teaching and Learning Languages: A Guide.
Scaffolding learning. Retrieved from: http://www.tllg.unisa.edu.au/lib_guide/gllt.pdf
Skeet, J. & Tanner, R. Working with resistance to CLIL. CLIL Magazine Spring Edition
2013.
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Sladkovská, K. (2010). Metodický portál RVP.CZ. Co je to scaffolding v CLILU?
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CLILU.html/
65
Scrivener, J. (2011). Learning Teaching. The Essential Guide to English Language
Teaching. Oxford, UK: Maxmillan.
Šmídová, T. (2013). Projekty CLIL v ČR. Retrieved from:
http://clanky.rvp.cz/clanek/c/z/17445/PROJEKTY-CLIL-V-CR.html/
Šmídová, T. & Tejkalová, L. (2012). CLIL Konferenční Brožura. CLIL – integrovaná
výuka cizího jazyka a odborného předmětu na 2. stupni základní školy a v nižších
ročnících víceletého gymnázia. Retrieved from:
http://digifolio.rvp.cz/artefact/file/download.php?file=44755&view=2893&view=28
93
Váňova, T. & Kazelleová J. (n.d.). CLIL into Schools. Retrieved from
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9-289-FP-Vanova-ICT4LL2011.pdf
Zone of proximal development. (n.d.). Wikipedia, the free encyclopedia. Retrieved
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66
THE PHOTOGRAPHS ARE AVAILABLE HERE:
Practical Part – Chapter 2.2.1

1) Yikrazuul (2009). Dichloromethane [Online image]. Retrieved June 5, 2015 from
https://commons.wikimedia.org/wiki/File:Dichloromethane.svg
2) ClkerFreeVectorImages (n.d.) Testovací trubice [Online image]. Retrieved June 5,

2015 from https://pixabay.com/cs/testovac%C3%AD-trubice-trubice-
pr%C3%A1zdn%C3%BD-303335/
5) Candy (2009). Orange pills [Online image]. Retrieved June 5, 2015 from
https://commons.wikimedia.org/wiki/File:Orange_pills.jpg
6) OpenCliparsVectors (n.d.). Kapka [Online image]. Retrieved June 5, 2015 from

https://pixabay.com/cs/dropletu-pokles-kapalina-voda-slza-161679
Appendix 4:
1) [Symptoms of Scurvy]. Retrieved June 5, 2015 from
http://www.slideshare.net/joeyprince/jordan-dougherty-scurvy
2) [Have you got Scurvy?]. Retrieved June 5, 2015 from
http://www.slideshare.net/joeyprince/jordan-dougherty-scurvy
Appendix 13:
1) ClkerFreeVectorImages (n.d.). Námořník. [Online image]. Retrieved June 5, 2015
from https://pixabay.com/cs/n%C3%A1mo%C5%99n%C3%ADk-klobouk-
v%C3%AD%C4%8Dko-vousy-lego-34630/
3) ClkerFreeVectorImages (n.d.). Slunce. [Online image]. Retrieved June 5, 2015
from https://pixabay.com/cs/slunce-slune%C4%8Dn%C3%AD-br%C3%BDle-s-
%C3%BAsm%C4%9Bvem-32198/
4) [Krém]. Retrieved June 5, 2015 from https://pixabay.com/p-313712/?no_redirect
5) Keiows, L. (2004) Iris – right eye of a girl. [Online image]. Retrieved June 5, 2015
from https://commons.wikimedia.org/wiki/File:Iris_-_right_eye_of_a_girl.jpg
6) Geralt (n.d.). Bolest hlavy [Online image]. Retrieved June 5, 2015 from
https://pixabay.com/cs/otazn%C3%ADk-pozn%C3%A1mka-%C4%8Dlov%C4%9Bk-
osoba-460868/
67
THE VIDEOS ARE AVAILABLE HERE:
1) AOday1234 (2009, March 3). Scurvy Love Rihanna (Disturbia). [Video File].
Retrieved from: https://www.youtube.com/watch?v=1TNAMzDtZrw
2) Vrzáčková, E. (2012, September 1). Důkaz vitamínu C. [Video File]. Retrieved from:
https://www.youtube.com/watch?v=yYtJwbLuUcI
68
LIST OF APPENDICES
Appendix 1: Handout: KWL grid:
Appendix 2: Handout: Basic Facts about Vitamins

Appendix 3: Handout: Experiment, Solubility of Vitamins
Appendix 4: Handout – Symptoms of Scurvy
Appendix 5: Voluntary Homework - Difference between Water / Fat Soluble Vitamins
Appendix 6: Reducing Properties of Vitamin C
Appendix 7: Handout: Experiment
Appendix 8: Students´ Photographs
Appendix 9: Handout – Spider Map
Appendix 10: Handout – Basic Facts about Vitamin C
Appendix 11: Handout – Vitamins Basics
Appendix 12: Ćan do´ Statements
Appendix 13: Questions
Appendix 14: Vitamins – Assessment Test
Appendix 15: Table 2 - Test Assessment
Appendix 16: Learners´ Questionnaires
Appendix 17: Examples of the StudentsÁnswers in the Questionnaire
Appendix 18: Table 3 - Teacher´s Assessment Rubric
Appendix 19: Examples of the Final Projects - Posters
69
Appendix 1: Handout: KWL grid:
 In pairs, write notes about what you know (K), want to know (W) and have
learned (L) about vitamin C.
Topic: VITAMIN C
KNOW WANT LEARNED
(activity modified from: CLIL Activities. A resource for subject and language teachers.
p. 97)
Appendix 2: Handout: Basic Facts about Vitamins
1) Read the text and complete it. Use the words from the box.
intake fat soluble vitamin deficiency
adequate insufficient organic nutrients
Vitamins - are essential ________ __________ (1) required in very small amounts
for normal metabolism, growth and physical well-being. Most vitamins are not made in
the body, or only in _________________(2) amounts, and are mainly obtained through
food. When their _______________ (3) is inadequate, ___________ __________(4)
disorders are the consequence. Vitamins are present in food in minute quantities
compared to the macronutrients protein, carbohydrates and fat. The average adult in
industrialised countries eats about 600g of food per day on a - dry-weight basis, of
which less than 1 gram consists of vitamins. No single food contains all of the vitamins
and, therefore, a balanced and varied diet is necessary for an ________________(5)
intake. Each of the 13 vitamins known today has specific functions in the body, which
makes every one of them unique and irreplaceable.
70
Vitamins are essential for life!
Of the 13 vitamins, 4 are _________ - __________ (6) and the other - 9 vitamins
are water-soluble.
(text adapted from: http://www.wysong.net/PDFs/Vitamin%20Basics%20DSM.pdf)
GLOSSARY:
intake - the amount (quantity) of food, drink, etc. that you take into your body
deficiency - the state of not having, or not having enough of sth that is essential
adequate - enough in quantity (adequate x inadequate)
nutrient - a substance that is needed to keep a living thing alive and to help it to grow
sufficient - enough for a particular purpose; as much as you need
(sufficient x insufficient)
irreplaceable - too valuable or special to be replaced
disorder - an illness that causes a part of the body to stop functioning correctly
water soluble vitamins - can dissolve in water, not stored in the body, and need to be replaced
every day, these include the eight B vitamins and vitamin C
fat soluble vitamins - can dissolve in dietary fats and stored in the liver and body fat; these
include vitamins A, D, E and K
2) Discuss the following question in a plenary:
What does it mean when something is called “organic?” How does it relate to
vitamins?
Possible answer:
The word organic means the molecules of the substance or compound contain the element
carbon and
can be destroyed. Vitamins are organic substances that are essential in tiny amounts for growth
and activity of the body. Vitamins works with other substances in the body to perform functions
like strengthening bones, healing wounds, keeping the skin healthy, building cells, and resisting
infections.
(adapted from: Vitamins: Elements Of Human Nutrition
http://www.counselorresources.com/pdf/LSC155TG.pdf
71
Appendix 3: Handout: Experiment, Solubility of Vitamins
TITLE OF EXPERIMENT: Solubility of Vitamins

THEORY: Vitamins are organic compounds that are required as cofactors for specific
enzymes. They are not synthesized in the body and therefore must be obtained from the
diet. Some vitamins are water-soluble, and others are fat-soluble. Excesses of water-
soluble vitamins are excreted in the urine, but excesses of fat-soluble vitamins are
stored in body fat and levels that are too high can be toxic. Deficiencies in any vitamins
cause specific symptoms.
EQUIPMENT: test tubes , organic waste container
CHEMICALS: methylene chloride, deionized water, vitamin - A, C, D, E, K, B1, B2

,B6, B12, folic acid, biotin, pantothenic acid, niacin, soap
PROCEDURE:
Test each vitamin to see if it is soluble in water or in methylene chloride (CH2Cl2). Be

sure to use very small amounts of each vitamin (an entire pill is too much).
First,
- place a small amount of each vitamin in separate clean, dry, labelled (marked;
named) test tubes.
!!! (If you are using pills of vitamins A or E, be sure to puncture (break) or cut the pill
to get a sample of the liquid inside the pill.)
- add 20 drops of methylene chloride to each sample
- mix each tube well by shaking it vigorously (dynamically) from side to side
- observe whether each vitamin sample is soluble or insoluble in the methylene
chloride and record your observations
- Dump (get rid; free from) the contents of the tubes in the 93 organic waste
container and wash your tubes with plenty of soap. Make sure the tubes are
clean and have no more remnants (rest) of methylene chloride for the next part.
2.
Next,
- place new samples of each vitamin into clean, labelled test tubes (This time, the
tubes do not have to be dry)
- add 2 ml of deionized water to each tube and mix thoroughly by shaking each
tube. Observe whether each vitamin is soluble or insoluble in water.
Finally,
- record your observations in the given graphic organizer:

72
OBSERVATION:
If I add 20 drops of methylene chloride to vitamin A( etc…), it dissolves / does not

dissolve
If I add 2 ml of deionized water to vitamin A( etc…), it dissolves / does not

dissolve
CONCLUSION:
VITAMINS
B1
B2
B6
B12
(excess - nadbytek; excrete - vyměšovat; urine – moč)
(text adapted from: http://www.laney.edu/wp/pinar-alscher/files/2014/09/15-Vitamins.pdf)
73
Appendix 4: Handout – Symptoms of Scurvy
1) Discuss with your partner what the symptoms of scurvy are.
Glossary: fatigue - feeling very tired and weak all

the time
a general sense of feeling "out

of sorts" – such as feeling
irritable and miserable all the
time
swollen gums – which

become soft and vulnerable
(sensitive) to bleeding (your
teeth may feel loose or fall
out)
itch - to have an
uncomfortable feeling on your
skin that makes you want to
scratch
red blotches – small red spots

under skin
place where individual hairs

grow out of the skin - hair
follicles
74
Appendix 5: VOLUNTARY HOMEWORK
Difference between Water / Fat Soluble Vitamins
WATER – SOLUBLE VITAMINS FAT – SOLUBLE VITAMINS

include: include:
- B vitamins (1, 2, 3, 5, 6, 8, 9 A, D, E and K.

and 12) and vitamin C.
They present the following
They present the following characteristics:
characteristics:
- They dissolve in fat;
- They dissolve in water. - They can be stored in the body;
- They are not stored in the - When they accumulate, they
organism. can cause problems.
- Excess amounts are excreted
through urine.
- They are destroyed when foods
are cooked or boiled.
(adapted from: http://www.brunet.ca/en/advices/abc-vitamins-minerals.html)
75
Appendix 6: Reducing Properties of Vitamin C
Vitamin C (L-ascorbic acid) is a saccharide derivative. The acidity (pKA = 4.2) and the
easy oxidation (E0 = 0.08 V) of L-ascorbic acid are properties of the two hydroxyl
groups adjacent (close) to the double bond.
L-ascorbic acid with its oxidised form L-dehydroascorbic acid create a REDOX
SYSTEM, which participates in biochemical reactions involving nonenzymatic
transport of hydrogen atoms.
PRINCIPLE:
L-ascorbic acid reduces ferric ions (Fe3+) to ferrous ions (Fe2+) (E0 Fe3+/Fe2+ =
0.77 V), which form a dark blue complex in potassium hexacyanoferrate (III) solution
(the blue complex is composed of ferrous, ferric and cyanide ions). The green colour is
not evidential!
3 FeCl2 + 2 K3[Fe(CN)6] → FeII3[FeIII(CN)6]-III2 + 6K+ + 6 Cl- ‹··›2 KFeIII[FeII(CN)6]
Zelená barva Berlínská modř
kys. askorbová + K3[FeIII(CN)6] --> K4[FeII(CN)6]

K4[FeII(CN)6] + FeCl3 --> KFeIII[FeII(CN)6] + 3KCl
bond – vazba, adjacent - sousední

K3[Fe(CN)6] - Hexakyanoželezitan draselný neboli Červená krevní sůl
KFeIII[FeII(CN)6] - Hexakynoželeznatan draselno-železitý neboli Berlínská modř.
(adapted from:
http://ubeo.lf1.cuni.cz/eng/students/Praktika%20ZS%202013/Ascorbic%20acid.pdf)
76
Appendix 7: Handout - Experiment
TITLE OF EXPERIMENT: Testing for vitamin C

Determination of vitamin C in foods
THEORY:
Vitamin C has the chemical name ascorbic acid. This compound dissolves in water, so
we can take vitamin C into our bodies easily in a drink. In this experiment you can find
out which fruit contains vitamin C.
We can react vitamin C, or ascorbic acid, with iodine:
iodine + ascorbic acid dehydroascorbic acid + iodide ions + hydrogen

ions
I2 + C6H8O6 C6H6O6 + 2I- + 2H+
Iodine has a brown colour when in solution and iodide ions are colourless in solution.
EQUIPMENT: test tubes
CHEMICALS: tincture of iodine, deionized water, vitamin C pill, an apple, a banana, a

lemon
PROCEDURE:
Prepare 4 test tube
- In the first test- tube, dissolve 100 mg vitamin C pill in 4 cm3 of deionized
water. In order to dissolve this pill easily, use a spoon and crush it. (this will be
the control)
- In the second test-tube, squeeze the juice from a lemon and add 2 cm3 of
deionized water.
- In the third test-tube, squeeze the juice from peeled apple and add 2 cm3 of
77
deionized water.
- In the last test-tube, put a pulped banana with 2 cm3 of deionized water.
To all test-tubes add as much as possible drops of tincture of iodine until all the iodine
has reacted. (until brown colour has gone)
- Record your observations in the given chart.
OBSERVATION:
The more tincture of iodine we add to vitamin C (an apple, a banana, a lemon), the
more / less brown the solution is.
(circle the correct option)
CONCLUSION:
Vitamin C apple banana lemon

pill
Tincture of
iodine (number
of drops needed
to react with all
the iodine)
Fruit with lots of ascorbic acid (vitamin C) needs a _________________ number of

drops to react with all the iodine.
Fruit with small amounts of ascorbic acid (vitamin C) needs _______________ drops
to react with all the iodine.
(Fill in the gaps : a lot of or small)
______________ contains the highest level of vitamin C. (the most of vitamin C)
______________ contains the smallest level of vitamin C.(the least of vitamin C)
(Fill in the gaps the name of fruit)
(adapted from:
http://www.rsc.org/education/teachers/Resources/aflchem/resources/44/44%20resources/44%20
Vitamin%20C.pdf
78
Appendix 8: Students´ Photographs
79
Appendix 9: Handout – Spider Map
MAIN FUNCTIONS
PROPERTIES
NAME OF VITAMIN
C (ascorbic acid)
SOURCES
DEFICIENCY DOSAGE
PROBLEMS
80
Appendix 10: Handout – Basic Facts about Vitamin C
(http: www.pbrc.edu/training-and-education/pdf/pns/PNS_Vitamin_C.pdf)
81
Appendix 11: Handout
VITAMINS BASICS
MAIN DEFICIENCY
VITAMIN PROPERTIES FUNCTION SOURCES PROBLEMS DOSAGE
Oranges, sweet
Helps grow, makes
collagen (a protein potatoes, lemons, Bleeding
that is used in our turnip, red peppers, gums,
skin, bones, blood Women
tomatoes, white rough and
vessels and 19 & up:
tendons), potatoes, strawberries, dry skin, 75
mg/day
broccoli, cantaloupe, slow healing
helps form scar
mango, papaya, when you
C tissue, Men 19 &
winter squash, water hurt,
(Ascorbic up:
Acid) can decrease the risk melon, cabbage, easy 90
for heart disease, mg/day
cauliflower, Brussels bruising, nose
cancer, catars,
Water sprouts, raspberries, bleeding,
soluble blueberries, weight gain,
help strengthen the
immune system, cranberries, decrease in
Antioxidant
prevents colds
pineapples immunity
B1
B2
B6
B12
Folic Acid
Biotin
Pantothenic
Acid
Niacin
82
Appendix 12 - Ćan do´ Statements
Make a tick (✓)for a positive answer, or a cross (x) for a negative answer .
Subject part:
1) I can understand the importance of vitamins in our lives. ________
2) I can list all vitamins. ________
3) I can divide vitamins according to their solubility in two groups. _______
4) I can name the main properties _________ symptoms ______ , sources _______
functions ________ , dosage ______ of vitamin C. I know what scurvy is. _____
5) I can prove the presence of vitamin C in different foods. ________
6) I can name (the main properties, symptoms, sources, functions, dosage) of

vitamin A ______ , B ________, D ______, E _______ , B1 _______ , B2
_____, B3 _______, B6 _______ , B12 ________, niacin ________ ,
pantothenic acid _____ , biotin ________, K _________ .
Language part:
7) I can use zero conditional ______
8) I can form the questions ______
9) I can use the correlative comparative - the more….the…..
10) I can express my opinion _______
11) I can understand the simple instructions in an experiment ______
12) I can use basic expressions for describing different things ________
83
Appendix 13 : Questions:
1) Explain what vitamins are and what role vitamins play?
2) How many vitamins do you know? Name them.
3) Where do we get our vitamins from?
4) What two different types of vitamins do you know?
5) Explain how these two groups differ and name the main characteristics of both
groups.
6) What is scurvy? What causes it?
7) How would you prove the presence of vitamin C in different food?
8) Name two vitamins that are antioxidants. Explain what it means?
9) What are the main functions of vitamins:
K; A; E; C; D; B12
10) What vitamins do the following pictures illustrate?
84
- Broccoli , lemon 1 - Milk , fish 2
- Antioxidant
- Nerve tissues
- Beriberi
- Egg yolks, milk 3 - Nuts , oil 4
- Rickets - Antioxidant
- Carrots, liver 5 - Bananas , meat 6
- Night blindness - (pyridoxin)
(Key - vitamin: 1) C; 2) B1 (thiamine); 3) D; 4) E; 5) A; 6) B6

85
Appendix 14:
Vitamins – ASSESSMENT TEST

Test Date _____________________ Name _____________________
1) Fill-In-The-Blank - Complete the text. Use the words from the box below.
Vitamins are _______________, which means they contain the element

_______________. Vitamins are separated into two groups. __________ __________
vitamins are stored in the body for longer periods of time while__________ ________
vitamins need to be replaced every day and are destroyed when food is cooked or
boiled.
_______________ is caused by a vitamin C deficiency and sailors learned to prevent
this disease by eating limes and other citrus fruits.
The fat soluble vitamins are __________, _________, _________, and __________.
The water soluble vitamins include the __________ group, which has __________
types and vitamin ________.
Fat - soluble eight carbon A scurvy B

K water – soluble D organic E C
_____/ 12
2) Circle the most suitable answer:

1. This disease is from a vitamin D deficiency:
a) scurvy
b) rickets
c) pellagra
d) blindness
2. “Organic” means:
a) alive
b) fresh
c) containing carbon
d) containing oxygen
86
3. Circle the vitamin which is not fat soluble:
a) B
b) K
c) A
d) E
4. One of the first symptoms of a vitamin A deficiency is:

a) dry skin
b) poor vision at night
c) vomiting
d) yellow/orange coloured skin
5. Which of these is not a function of vitamin C:

a) heal wounds
b) hold cells together
c) build bones
d) form red blood cells
(modified from: Vitamins - Elements Of Human Nutrition)
_____ / 5
3) Match the following vitamins with their functions.
1. Vitamin C A. Strong bones. . . from the sun

2. Vitamin A B. For good vision
3. Vitamin D C. Prevents scurvy
4. Folic acid D. Anemia
_____ / 4
4) Mark the following sentences TRUE or FALSE.
_____ a. Vitamins are inorganic compounds

_____ b. Calcium and vitamin A work together to give us healthy teeth and bones.
_____ c. Niacin, commonly prescribed to help lower cholesterol, falls into B group of
vitamins.
_____ d. Oranges & tomatoes are good sources of Vitamin C.
87
____ / 4
5) Explain in Czech how vitamin C can be proved in different food sources (fruit and
vegetables)
1) describe one of two experiments you have seen or done (2 points)
2) mention the type of reactions (1 point)
3) explain the principle of this type of reaction (2 points)
____ / 5
TOTAL ____/ 30
(adapted from: Vitamins - Elements Of Human Nutrition,

http://www.counselorresources.com/pdf/LSC155TG.pdf)
(Key answers:
Task 1: organic; carbon; fat-soluble; water-soluble; scurvy; A, D, E and K; B; eight; C

Task 2: 1b; 2c; 3a; 4b; 5d
Task 3: 1c; 2b; 3a; 4d
Task 4: a- F (T – organic); b –F (True – vitamin D) ; c – T; d - T
Task 5:
Appendix 15: Table 2 : Test assessment

EVALUATION CRITERIA MARK
(the number of correct answers)
30 - 27 1
26 - 22 2
21 - 15 3
14 - 8 4
7-0 5
88
Appendix 16: Learners´ Questionnaires
1) Do you like English?
2) Do you like Chemistry?
3) Did you like the five previous lessons where Chemistry was taught through
English?
d) What was the most difficult for you?
e) What was easy for you?
f) What did you enjoy the most?
g) Would you like to have more CLIL lessons in the future?
In what subjects should it be? (e.g. Biology, History, Music, Art)?
89
Appendix 17: Examples of Students´ Answers in the Questionnaire
1) Do you like English?
Eliška H: Anglický jazyk patří k mým nejoblíbenějším předmětům. Angličtině se

věnuji i ve svém volném čase, je to můj koníček. Po prázdninách nastupuji na bilingvní
gymnázium v Pardubicích, kde výuka ostatních předmětů bude probíhat prostřednictvím
cizího jazyka.
Honza V: Anglický jazyk mě moc nebaví, ostatně jako i čeština a němčina. Raději mám
přírodovědné předměty jako je fyzika, chemie, matematika.
Veronika E: Anglický jazyk mám docela ráda. I když můj nejoblíbenější předmět je
matematika. V hodinách anglického jazyka se mi líbí, když hrajeme různé hry. Často
také poslouchám anglické písničky.
2) Do you like Chemistry?
Eliška H: Chemie mě nebaví. Připadá mi moc těžká. V hodinách se mi ale líbí, když
nám učitelka ukazuje různé pokusy.
Honza V: Hodiny chemie mám moc rád. Chemie jako přírodovědný předmět má svou
logiku, vše v ní navazuje a souvisí s reálným životem okolo nás. Především mě baví
laboratorní práce, kde ve skupinkách můžeme provádět různé jednoduché pokusy.
Veronika E: Chemie mi nevadí. Bavilo mě anorganické názvosloví i chemické
výpočty.
3) Did you like the five previous lessons where Chemistry was taught through
English?
Eliška H: Předchozí hodiny se mi moc líbily, a to i přesto, že chemie nepatří jak už

jsem se i zmínila, k mým oblíbeným předmětům. Spousta zajímavých aktivit, možnost
pracovat ve dvojicích, skupinkách. Tyto hodiny byly také pro mě zajímavé tím, že jsme
spoustu věcí museli řešit a provádět nezávisle na učiteli – např. pokusy. Strašně jsem se
nasmála u hry, ve které se hádala různá slovíčka. Sama jsem si vybrala slovní
popisování. Ráda využívám příležitostí, kdy mohu mluvit anglicky, a to i přes některé
své chyby, které dělám. Myslím si, že je naprosto přirozené, když žák dělá chyby,
vlastně díky nim se i žák zároveň učí.
90
Appendix 18:
Table 3. Teacher´s Assessment Rubric
CRITERIA
Organisation Information is Information is Information is

presented in an partially organised, disorganised,
(learning skills) organised way with a
lot of pictures or There are some There are only few or
photographs pictures or no pictures
photographs (photographs)
Accuracy and True information True information, Information is not

understandability about topic, well some important accurate, topic not
(content) explained and easy to information is explained, difficult to
understand missing understand
Vocabulary Accurate terms and Appropriate terms Wrong vocabulary

no spelling mistakes and some spelling and multiple spelling
(language)
mistakes mistakes
91
Appendix 19: Examples of the Final Projects - Posters
92
93

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Masaryk University

Supervisor: Written by:

Tato závěrečná práce je zaměřena na výuku chemie v anglickém jazyce prostřednictvím

I. THEORETICAL PART ........................................................................................ 9

1. 1. What is CLIL ....................................................................................................... 9

II. PRACTICAL PART ........................................................................................... 29

2. 1 Introduction to CLIL Lesson Plans ..................................................................... 29

2. 2 CLIL Lesson Plans.............................................................................................. 32

2. 3 Data Analysis ...................................................................................................... 53

LIST OF APPENDICES ............................................................................................ 69

1.1 What is CLIL

Coyle, Hood and Marsh (2010) have presented CLIL as:

According to the above mentioned definitions, it is not important whether CLIL is

1.1.1 History of CLIL

1.1.2 CLIL and bilingual education in the Czech Republic

- The usage of CLIL should be stated in School Education Programme (SEP)

Figure 1. Mind map template

1.1.5 The different models of CLIL

- modular CLIL also called Subject-led, modular (schools or teachers choose

With regard to other factors such as the intensity of exposure to teaching/learning

1.1.6 Advantages and disadvantages of CLIL

1.1.7 Teaching materials for CLIL

Besides, appropriate CLIL materials should be especially visually based. Meyer

If we compare the traditional foreign language teaching with the teaching a

- Summative assessment (assessment of learning)

2.1 Introduction to CLIL Lesson Plans

2.1.1 School and group profile

2.1.2 Choice of the core subject and the subject matter

2.1.4 Teaching and learning Chemistry

2.1.5 Time schedule

2.1.6 Planning a series of lessons

2.2 CLIL Lesson Plans

2.2.1 Lesson plan 1 - Vitamins

Percentage L1/L2 30/70

Skills Listening, speaking, reading, writing

Patterns of interaction S-S, T-S, T-Ss

Interaction / timing: T-Ss 5 min

Stage 2: Clarifying aims of lesson:

Interaction / timing: T-Ss 5 min

Stage 3: Reading task – Basic facts about Vitamins

Interaction / timing: S-S 12 min

Stage 4: Experiment - Solubility of Vitamins

Interaction / timing: T-Ss; S -S 20 min

DEIONIZED PILLS DROP

If + present simple, .... present simple.

(This conditional is used when the result will always happen.)

2) Giving opinion, Agreeing/Diagreeing

Interaction / timing: T-Ss; S -S 3 min

Percentage L1/L2 30/70

Skills Listening, speaking, reading, writing

Patterns of interaction S-S, T-S, T-Ss

Stage 1: Vitamin C - Warm – up activity (watching - listening to the song

Interaction / timing: T-Ss 5 min

Stage 2: Clarifying aims of lesson:

Interaction / timing: T-Ss 3 min

Stage 3: Scurvy and its symptoms (pre-teaching vocabulary)

Interaction/timing: S-S, T-Ss 15 min

Interaction/timing: S-S, T-Ss 6 min

List of guessed words:

Useful expressions for describing words:

- It´s blue/ round/ soft,..

It´s someone who…

It´ s a feeling you get when …