Výuka výtvarné výchovy metodou CLIL - Theses.cz · VIKTORINOVÁ, Petra. Výuka výtvarné výchovy metodou CLIL. Hradec Králové: Pedagogická fakulta Univerzity Hradec Králové,

Univerzita Hradec Králové

Pedagogická fakulta

Katedra anglického jazyka a literatury

Výuka výtvarné výchovy metodou CLIL

Diplomová práce

Autor: Bc. Petra Viktorinová

Studijní program: N 7503 Učitelství pro 2. stupeň základních škol

N 7504 Učitelství pro střední školy

Studijní obor: Učitelství pro 2. stupeň základních škol –

anglický jazyk a literatura

Učitelství pro střední školy – výtvarná výchova

Vedoucí práce: Mgr. Vraštilová Olga, M.A., Ph.D.

Hradec Králové 2015

Prohlášení

Prohlašuji, že jsem tuto diplomovou práci vypracovala pod vedením vedoucího

diplomové práce samostatně a uvedla jsem všechny použité prameny a literaturu.

V Hradci Králové dne 6. dubna 2015

Poděkování

Děkuji Mgr. Olze Vraštilové, M.A., Ph.D. za odborné vedení práce, cenné rady a

podněty při psaní diplomové práce.

Anotace

VIKTORINOVÁ, Petra. Výuka výtvarné výchovy metodou CLIL. Hradec Králové:

Pedagogická fakulta Univerzity Hradec Králové, 2015. 81 stran. Diplomová práce.

Teoretická část práce pojedná o metodě CLIL. Práce se zaměří nejen na historii a

vývoj této metody, ale i na základní znaky této metody. Diplomová práce dále

obsahuje výčet výhod a nevýhod použití této metody. Dále se práce zaměří na

metodologii a plánování hodin metodou CLIL a na významné teorie a vzdělávací

směry důležité pro tuto metodu. V neposlední řadě práce obsahuje kapitolu, která

pojedná nejen o stanovení cílů v hodině CLIL, ale také o použití vhodných úkolů a o

hodnocení v rámci metody CLIL. Praktická část se zaměří na propojení angličtiny s

výtvarnou výchovou. Součástí práce budou konkrétní přípravy do výuky na ZS2.

Práce zahrne zpětnou vazbu realizovaných příprav do výuky včetně zhodnocení

samotných žáků. Součástí práce je rovněž výzkum na základních školách s cílem

zmapovat zkušenosti v propojení nejen těchto dvou předmětů, ale také zmapovat

celkovou zkušenost s CLIL.

Klíčová slova: CLIL, student, učitel, anglický jazyk, výtvarná výchova

Annotation

VIKTORINOVÁ, Petra. CLIL in Art Lessons. Hradec Králové: Faculty of Education,

University of Hradec Králové, 2015. 81 pp. Diploma Degree Thesis.

The theoretical part of the thesis deals with the CLIL method. The thesis

focuses not only on the history and development of this method but also on the basic

features of this method. The Diploma thesis contains a list of advantages and

disadvantages of using this method. The thesis also focuses on the methodology and

planning of CLIL lessons and on significant theories and educational movements

which are important for this method. Last but not least the thesis includes the chapter

not only about setting goals for CLIL lesson but also the usage of suitable exercises

and about the assessment of CLIL. The practical part focuses on the connection of

English with Art. The thesis includes specific lesson plans for ZS2 as well as the

feedback of realised lesson plans including pupils´ assessment of CLIL. The thesis

includes the research at elementary schools with the goal to discover the experience

not only with the connection of these two subjects but also to reveal the overall

experience with CLIL.

Keywords: CLIL, student, teacher, English, Art

Content

Introduction ............................................................................................................................ 10

1 The term CLIL and its development ................................................................................. 12

2 Foundations of CLIL and various faces of CLIL .............................................................. 14

3 Benefits of CLIL and possible bumps on the road ............................................................ 16

3.1 Benefits for learners ..................................................................................................... 16

3.2 Benefits for teachers and schools ................................................................................. 19

3.3 Bumps in the road ........................................................................................................ 19

4 Getting ready for CLIL – principles and methodology ..................................................... 23

4.1 Core features of CLIL methodology ............................................................................ 23

4.2 The role of the language ............................................................................................... 27

4.3 Various educational movements .................................................................................. 27

4.3.1 Constructivism ...................................................................................................... 27

4.3.2 Critical Thinking ................................................................................................... 28

4.3.3 Problem solving method/ project method ............................................................. 29

4.4 The theory of multiple intelligencies and learning styles............................................. 29

4.5 Learning strategies ....................................................................................................... 30

4.6 Bloom´s taxonomy ....................................................................................................... 32

4.7 The development of key competences ......................................................................... 33

5 Transforming CLIL into practice – planning and structure of the CLIL lessons .............. 35

5.1 Planning and setting goals ............................................................................................ 35

5.2 How to support language learning in content classes .................................................. 36

5.3 Beginning with CLIL, warming-up activities .............................................................. 40

5.4 Additional activities and changing the activities according to language skills ............ 41

5.5 Monitoring and evaluating CLIL in action .................................................................. 42

5.6 Scaffolding ................................................................................................................... 43

5.7 Reflection and self-reflection, students´ autonomy ...................................................... 44

6 CLIL in Art lessons ........................................................................................................... 46

6.1 Profile of the schools .................................................................................................... 47

6.2 Lesson plan – Jan Kaplický .......................................................................................... 49

6.2.1 CLIL lesson – Jan Kaplický – 9. A ZŠ Habrmanova ............................................ 52

6.2.2 CLIL lesson – Jan Kaplický – 9. A ZŠ Sever ....................................................... 53

6.2.3 The feedback ......................................................................................................... 54

6.3 Lesson plan – Pop art and Andy Warhol ..................................................................... 55

6.3.1 CLIL lesson – Pop art (Andy Warhol) – 8. A ZŠ Sever ....................................... 59

6.3.2 CLIL lesson – Pop art (Andy Warhol) – 8. A ZŠ Habrmanova ............................ 60

6.3.3 The feedback ......................................................................................................... 61

6.4 Lesson plan – Talented Leonardo ................................................................................ 62

6.4.1 CLIL lesson - Talented Leonardo – 7. A ZŠ Sever ............................................... 65

6.4.2 CLIL lesson - Talented Leonardo – 7. A ZŠ Habrmanova ................................... 66

6.4.3 The feedback ......................................................................................................... 68

6.5 The assessment of the pupils´ questionnaires .............................................................. 69

7 Using CLIL at elementary schools – Hradec Králové, Pardubice, Liberec ...................... 71

7.1 Research at elementary schools ................................................................................... 71

7.2 Results of the CLIL research – the usage of CLIL ...................................................... 74

Conclusion ............................................................................................................................. 76

Sources ................................................................................................................................... 79

Appendices ............................................................................................................................. 81

10

Introduction

The aim of the Diploma thesis is to analyse the method CLIL – Content and

Language Integrated Learning. Even though the term CLIL was coined in 1994 it is

still quite an innovative and rare method. I have chosen this topic because it puts

together two hobbies of mine – English language and Art. These two does not have

to be separate subjects because CLIL method allows them to be put together and be

taught in one lesson. CLIL method also includes the relations between the subjects

which contemporary Czech educational system places emphasis on. As an English

and Art teacher it is important for me to educate myself and try new and unique

methods during teaching.

The thesis will include the explanation of the term CLIL and its own

development as a language learning method. CLIL is a term which covers several

possible faces and varieties also analysed in this thesis. Main elements crucial for

successful CLIL lessons will be described in the thesis as well as the advantages and

disadvantages in using this method, principles and core features of CLIL

methodology and planning and structure of the CLIL lessons. Last but not least the

theoretical part will include additional exercises suitable for CLIL and advice on how

to evaluate and assess the CLIL lessons.

The second part of the Diploma thesis, the practical part, will mostly focus on

CLIL in Art lessons. It will include three different CLIL lesson plans for ZS2. These

plans will be realized at two different schools. The thesis will contain feedback of the

realized lessons. Moreover it will try to detect the usage of CLIL in the Czech

Republic with the focus on three regions – Hradec Králové, Pardubice and Liberec.

The thesis should provide a view on using CLIL at different schools in these regions

and their assessment of CLIL method´s contribution to education in the Czech

Republic.

In the practical part I would like to show the students that learning English

does not have to be separated from other subjects and that they can even learn two

subjects in one lesson. My predictions are that students will like this form of learning

11

- English language and Art together. And in my opinion, learning Art by using this

method might be even more interesting for students than a regular Art lesson. The

second part of the practical part will focus on the usage of CLIL in Hradec Králové,

Pardubice and Liberec. The hypothesis is that the CLIL method is still used only

exceptionally and plays only the role of enlivening of the regular learning/teaching. I

presuppose that CLIL method is only being used at a small amount of elementary

schools. And that only a several teachers are well educated in teaching CLIL and

have sufficient experience.

12

1 The term CLIL and its development

CLIL, meaning content and language integrated learning, is a dual-focused

educational approach in which an additional language is used for the learning and

teaching of both content and language. This means that the focus is not only on

content and not only on language but on both. According to Mehisto, Marsch and

Frigols CLIL has involved Malaysian children learning maths and science in English.

It was also used in Norway schools to do drama in German language and Italian

students used it for learning science in French. Australians even learnt Maths in

Chinese. (2008, p. 9)

The term CLIL was coined in 1994 but it was used for the first time in 1996 in

UNICOM, Finish University in Jyväskylä, within the European programme for

Education in Holland. According to Šmídová, Tejkalová and Vojtková the inventors

of this term believed that it is an innovative approach in education and that it would

have in the long term an enormous influence on the quality of education. In 1995 in

the Czech Republic the European committee accepted the White book of Education

(Bílá kniha vzdělávání) which emphasizes the plurilingual education in Europe.

(2012, p. 9)

But before focusing on the development of CLIL it is necessary to understand the

difference of CLIL, content-based language teaching (CBLT) and immersion. The

main diference between CLIL and CBLT is that CBLT deals with teaching content in

language lessons, whereas CLIL deals with teaching content and teaching language

at the same time. In case of immersion, the learners learn all their subjects in another

language and there is no focus on the language in subject lesson. The difference is

clearly stated in chart in CLIL Activities. (See Appendix 1).

Even though the term CLIL was coined in 1994, it was practised long time before

and some programmes similar to CLIL go back 5,000 years to the area of

contemporary Iraq. „The Akkadians, who conquered the Sumerians, wanted to learn

the local language. To this end, Sumerian was used as a medium of instruction to

teach several subjects to the Akkadians, including theology, botany and zoology. If

Sumerian instructors were true to the basic principles of CLIL, they supported the

13

learning of Sumerian, as well as the learning of the content in theology.“ (Mehisto,

Marsch and Frigols, 2008, p. 9)

Two thousand years ago a great change happened when the Roman Empire

expanded and absorbed Greek culture. An additional language was emerged in their

educational curriculum. According to Coyle, Hood and Marsh families in Rome

educated their children in Greek language to enable them to understand the language

but also provide them the social and professional opportunities in their future lives,

including living in Greek-speaking educational communities. (2013, p. 2)

In Europe, in more recent centuries, there were many people who valued

multilingualism. Unfortunately, it was still a privilige to the people who were rich.

Some priviliged had got tutors, some children were sent abroad to private schools.

And thanks to the geographic, demographic and economic realities the multilingual

programmes rose. According to Mehisto, Marsch and Frigols in 1965 there was a

group of English speaking parents living in Quebec, the majority French speaking

Canadian province. They had become worried about their children suffering

disadvantages when speaking. These parents did not believe that normal learning will

help their children to speak fluently French. For that reason they persuaded the local

authorities to establish a language immersion programme – to study all subjects in

French. (2008, p. 9)

In the 1970s there was a huge expansion of language immersion programmes and

bilingual educations were easily accessible to children from various backgrounds.

„By the mid 1990s globalization was placing greater linguistic demands on

mainstream education, from the primary level through to institutions of higher

education. In Europe today, there is a desire to improve language-learning

opprtunities for all young people in order to increase European cohesion and

competitiveness. (…) Globalization has made the World interconnected in ways not

seen before. In an integrated world, integrated learning is increasingly viewed as a

modern form of educational delivery designed to even better equip the learner with

knowledge and skills suitable for the global age.“ (Mehisto, Marsch and Frigols,

2008, p. 10-11) The methodology is instantly developing and evolving for the

learners to be fully equipped in this world.

14

2 Foundations of CLIL and various faces of CLIL

The CLIL approach uses a language which is not student´s native language as a

medium of instruction and learning for primary or secondary subjects such as Maths,

Art or Science. The essence of CLIL is integration. According to Mehisto, Marsch

and Frigols this integration has a dual focus:

1. Language learning is included in classic content classes (eg.

maths, history, science, art, etc). This means transformation of the

information in manner that facilitates understanding. The use of

charts, diagrams, drawings – these are key concepts and

terminology all common to CLIL strategies.

2. Content from various subjects is used in language-learning classes.

This means that the vocabulary, terminology and texts from those

other subjects are incorporated into language-learning classes.

Students learn the language and discourse patterns they need to

understand and use the content. (2008, p. 11)

It is up to the student whether he wants to understand and use the content that

motivates him or her to learn the language. Even in language classes it is likely that

the students would be more interested in learning language to accomplish concrete

tasks and learn new information than to learn just for language´s sake.

Focusing on content and language, there is a third element which is crucial

for succesful learning. The development of learning skills supports the achievement

of content language goals. Learning skills goals constitute the third driver in the

CLIL triad. (See Appendix 2) (Mehisto, Marsch and Frigols, 2008, p. 11)

The term CLIL has many faces. This means we can use CLIL principles or

activities in many different ways. Mehisto, Marsh and Frigols look at a term CLIL as

an umbrella which is covering a dozen or more educational approaches (eg.

immersion, multilingual education, language showers, etc). What is new about CLIL

15

is that it synthesizes and provides a flexible way of applying the knowledge learnt

from these various approaches. It also allows low- to high- intensity. So we can hear

the term Hard CLIL in which the teacher focuses on the content and language at the

same time. In so called Soft CLIL the language teachers often include some thematic

content in the lessons but the selection of the content is subordinate to the language.

Here are four examples of the varying types of CLIL - style activities according to

Mehisto, Marsch and Frigols:

1. Language showers

2. One-week CLIL camp

3. International projects

4. Total early immersion

(2008, p. 12-13)

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3 Benefits of CLIL and possible bumps on the road

CLIL is definitely very beneficial for learning English. Schools start working

with it for several reasons. According to Liz Dayle and Rosie Tanner some countries

started to use it with the aid of government funding in large- or small-scale projects.

In some schools it was even implemented as a part of a nationwide policy. (2012, p.

11) There are benefits for learners but also big benefits for teachers.

3.1 Benefits for learners

There are multiple benefits for learners. Here is a list of them, according to

Dale and Tanner:

CLIL learners are motivated

CLIL learners develop cognitively and their brains work harder

CLIL learners develop communication skills

CLIL learners make new personal meanings in another language

CLIL learners´ language progresses more

CLIL learners receive a lot of input and work effectively with that

input

CLIL learners interact meaningfully

CLIL learners learn to speak and write

CLIL learners develop intercultural awareness

CLIL learners learn about the ´culture´of a subject

CLIL learners are prepared for studying in another language

CLIL learners learn in different way

(2012, p. 11)

Learning a subject through another language can be an excellent motivation

for learners. This is because the learners feel that they are developing language skills

along with the subject. They feel challenged and when they notice their rapid

progress in their other language it motivates them in further learning.

17

According to Dale and Tanner cognitive learning theories suggest that people

remember things more effectively if their brains have to work harder. That means

that learning a subject through another language can broaden and deepen CLIL

learners´ skills and creativity. (2012, p. 11)

The most obvious benefit of CLIL is the increase of communication skills.

They develop an ability to understand a wide range of spoken and written language

in differents kinds of topics. They use their target language to achive specific goals in

a subject in a variety of situations.

CLIL learners make new personal meanings in another language. That means:

„Constructivist theories of learning suggest learners build up knowledge for

themselves and that learning involves making personal meaninf of new material and

combining it with what is already known. “ (Dale, Tanner, 2012, p. 12) Meaning it is

much easier for learners to learn something when they themselves make sense of

what they are learning. That is why it is useful to relate activities in the classroom to

a real life.

Several second language theories show that CLIL helps learners to learn

another language more efficiently than separate lessons. These theories imply that

learners become fluent and accurate in their second language. According to Dale and

Tanner in order to learn a language, it is necessary to hear it and read it, understand

it, use it to speak and write in meaningful interactions - this all happens in CLIL.

(2012, p. 12),

Language input is the language we read and hear. According to Dale and

Tanner this input should be meaninful, relevant and realistic. It should be also

multimodal, meaning it should include live or recorded spoken input, written input

and visual input (videos, gestures, DVDs, photographs). But input alone is not

enough whether it is not understood. CLIL therefore helps the learners to work with

their input and proces it. (2012, p. 12)

It is very important to interact meaningfully. And CLIL provides that.

Learners who focus on communicating about the meaning of what they are learning

18

is much better and effective than those who concentrate only on grammatical

accuracy.

In CLIL teachers encourage their learners to write and speak which helps

learners to become more proficient in the second language. Writing and speaking, in

other words, to produce language, is the essence for learning a language.

CLIL lessons offer learners to learn about ideas and to communicate with

people from other cultures. Therefore it helps to develop some kind of intercultural

awareness. Materials used in CLIL lesson could contain information about different

cultures or some cultural projects can be part of CLIL teaching.

Another benefit of CLIL, which is mentioned by Dale and Tanner, is

connected with sociocultural theories. Sociocultural theories of learning suggest that

language, thinking and culture are learned through social interaction. These ideas

show how each subject has its own language and ´culture´. Dale and Tanner use the

example of Historians: „Historians, for example, value particular ways of thinking,

and history teachers are not only teaching information about history but teaching

their learners to think and act like historians, and use language in a way that other

historians value. The way historians think and the language they use is different from

the way in which scientists think and the language they use.“ (2012, p. 13)

A great benefit is that CLIL learners are prepared for studying in another

language. CLIL learners are often very confident and fluent in their second language.

They are therefore prepared for studying or working in countries where the language

is used. Many universities offer the possibility for international students to study

there or many universities offer the possibility to study abroad for one semester.

The last, but not least, benefit is that CLIL lessons offer learning in different

ways. All learners are different and different ways of learning give them the

opportunity to try different kinds of learning and also to learn and work differently,

from different sides. Dale and Tanner mention the American professor Howard

Gardner and his multiple intelligences (linguistic, logical - mathematical, bodily -

physical, visual - spatial, musical, naturalistic, interpersonal and intrapersonal).

19

Good CLIL teacher should ensure that a broad spectrum of multiple ´inteligences´

will be included in the lesson. (2012, p. 13)

3.2 Benefits for teachers and schools

There are multiple benefits for CLIL teachers and schools. „CLIL can be a

powerful impulse for a school to think about language policy, not only for English

but also for other languages taught in school. CLIL teachers often become

enthusiastic as they think about and discuss learning, curriculum development and

materials.“ (Dale, Tanner, 2012, p. 14)

There is a good benefit for non-native speaker teachers. According to Dale

and Tanner the non-native speaker teachers improve their language skills. Moreover,

they could attend CLIL methodology courses, where they could come over new ideas

in their own subject and how to put their own subject and language to be best learned

and taught. And then it is an impulse for more active learning. (2012, p. 14)

Last, but not least, CLIL encourages greater collaboration between not only

language and subject teachers, but also among schools of a particular country. It also

secures that the teachers will not stop educating themselves in our instantly

developing world.

3.3 Bumps in the road

There is a lot of benefits of CLIL, not only for learners but for teachers as

well. But when we decide to undertake CLIL lessons we should be aware of possible

bumps in the road to good practice in CLIL. Mehisto, Marsch and Frigols have

described four potential bariers:

1. Grasping the concept and grappling with misconceptions

2. The shortage of CLIL teachers

3. Greater workload for teachers; shortage of materials

20

4. School administrators understanding the implications of CLIL

programming

(2008, p. 20)

For many adults CLIL is counterintuitive. That is because of what they grew

up in. These people have usually come through an educational system where every

subject was a separate unit. According to Mehisto, Marsch and Frigols common

sense seems to say that students studying in their second language can not learn as

much as those who study in their first language. Some people even worry that using

CLIL will harm their native-language skills. (2008, p. 20)

But in fact, it is right the opposite. CLIL learners perform as well as non-

CLIL students and sometimes they are even better students than non-CLIL students.

Wide variety of testing have shown these results confirming that unexpectedly,

students in CLIL programmes often even outperform their peers in regular

programmes. But why is it possible? „This is partly because CLIL students develop

metalinguistic awareness. This means that they are better able to compare languages

and be more precise in their word choice and in passing on the content of their

message. They learn to check whether their message was accurately received by the

listener. They also learn to draw out meaning from context. They become more

skilled at using language in general.“ (Mehisto, Marsch and Frigols, 2008, p. 20)

Another misconception could be that CLIL is considered suitable only for the

brightest students. Wide spectrum of students can benefit from CLIL. According to

Mehisto, Marsch and Frigols the research shows that even average C-grade students

are successful in CLIL. Even though they have still same grades, they become better

at speaking and using another language and they gain many socio-cultural skills.

(2008, p. 21)

The typical problem that could appear is the shortage of CLIL teachers. When

programme expands from primary into middle school or secondary school, an

increasing number of teachers is required. But in many countries the teachers are still

not properly trained in CLIL. The number of teachers who speak a given CLIL

language and has a qualification in the subject, is limited. And sometimes when they

21

meet the requirements some teachers are just not prepared to focus on content and

language goals.

According to Mehisto, Marsch and Frigols some teachers who already have

reatively good skills in the CLIL language may consider doing a teacher exchange.

This would mean a native speaker of the CLIL language to come to your school and

the teacher from your school to go abroad where the teacher could develop his or her

language skills. This is one of the possible solutions of this problem. (2008, p. 21)

Teaching CLIL lessons undoubtedly demands more preparation time and co-

operation among teachers. It takes an effort to set content, language and learning

skills for every CLIL lesson. Because of the shortage of materials, teacher often

spend a long time developing their own materials. Moreover the teachers should have

in mind the students´ interest to be involve and it is also required for teachers to

cooperate with parents, mostly when teaching young learners. Some teachers are not

prepared to invest so much time in preparing for CLIL lessons. Therefore the

teachers´ co-operation is needed. The co-operation can go on not only among

teachers from same school or country but also among CLIL teachers from different

parts of the world. School leaders are also playing a big role in this cooperation.

According to Mehisto, Marsch and Frigols it is necessary to embed co-operation into

the school ethos. (2008, p. 22)

The last, but not least, possible bump is how the school administrators

understand the implications of CLIL programming. There can be a problem of

choosing which students will take part in CLIL programme. CLIL programmes

which admit students based on their excellent results in learning could be perceived

as elitist which may lead to resentment. As already mentioned, CLIL programmes

are suitable for all variety of students. In some countries CLIL students are chosen by

a lottery, which seems as a good idea because nobody will feel that is unjust.

Head teachers or administrators of the school may not speak the CLIL

language and may not feel adequately equipped to support CLIL teachers. Therefore

Mehisto, Marsch and Frigols suggest the necessity of them to become versed in

22

CLIL methodology and advice to learn, at least, the basics of CLIL language. (2008,

p. 23)

Another important thing, stated in Uncovering CLIL, is not to make the

difference between CLIL programme and standard programme at the same school

because both should deserve equal attention. New programmes are likely to receive

additional attention and large budgets for CLIL can sometimes do more harm,

because they can cause resentment. Mehisto, Marsch and Frigols suggest wisely:

„Achievements of students and teachers in both programmes need to be

highlighted.“ (2008, p. 23)

CLIL programme versus standard programme can cause another problem.

Sometimes teachers of CLIL programme and teachers of standard programme may

form two separates teams not co-operating with each other. But teachers should have

in mind that even they are teaching in another educational programme they can still

benefit from each other and enrich their skills.

23

4 Getting ready for CLIL – principles and methodology

Before even planning the content of CLIL lesson, it is necessary to look into

the methodology and principles of teaching CLIL.

4.1 Core features of CLIL methodology

Mehisto, Marsch and Frigols state the core features of CLIL methodology.

They divided it into six ranges: Multiple focus, Safe and enriching learning

environment, Authenticity, Active learning, Scaffolding and Co-operation. (2008, p.

29)

Speaking of Multiple focus, it is necessary to support language learning in

classic content classes, support content learning in language classes, also integrate

several subjects, organize learning through cross-curricular themes and projects and

support reflection of the learning process. (Mehisto, Marsch, Frigols, 2008, p. 29) To

summarize that it is crucial for CLIL lessons to have in mind not to focus on only

one thing, but to think about different possibilities of the lessons, including different

topics from different subjects, in language classes not to focus only on the language

and equally in content classes not to focus only on the content.

Speaking of safe and enriching environment, according to Mehisto, Marsch,

Frigols it is beneficial to use routine activities and discourse, display language and

content throughout the classroom, build student confidence to experiment with

language and content, use classroom learning centres, guide access to authentic

learning materials and environments and to increase student language awareness.

(2008, p. 29) Without making safe and friendly environment the students will not be

as successful as they could be. The students are supposed to feel confident during the

lesson, so they could achieve outstanding results.

Authenticity is the third part of the core features of CLIL methodology. This

is a very important thing because it is much more efficient to use materials, skills and

examples from real life. The students are then able to learn it more easily and they

24

like to learn about something that they could use in their real lives. Mehisto, Marsch

and Frigols divided authenticity into: letting the students ask for the language help

they need, maximizing the accomodation of students´ interests, making a regular

connection between learning and the students ´ lives, connecting with other speakers

of the CLIL language, using current materials from the media and other sources.

(2008, p. 29)

Definitely one of the most important feature is the Active learning. According

to Mehisto, Marsch and Frigols the students communicating more than the teacher,

students help set content, language and learning skills outcomes, students evaluate

progress in achieving learning outcomes, favouring peer co-operative work,

negotiating the meaning of language and content with students, teachers acting as

facilitators. (2008, p. 29) It is always better when the students are involved in the

lesson more than the teacher, they can even help setting the content of the lesson.

Moreover it is useful for the CLIL lesson to use pair or group work which beneficial

for learners in many different ways.

Another feature according to Mehisto, Marsch and Frigols is Scaffolding

divided into: building on a student´s existing knowledge, skills, attitudes, interests

and experience, repackaging information in user-friendly ways, responding to

different learning styles, fostering creative and critical thinking, challenging students

to take another step forward and not just coast in comfort. (2008, p. 29) The teacher

needs to have in mind the student´s previous knowledge. That is useful for building

on student´s existing skills and experiences. Furthermore the teacher should

challenge and encourage students not to be afraid of failure and just go and try new

things.

Last, but not least, feature is the Co-operation. Mehisto, Marsch and Frigols

divided it into: planning courses/lessons/themes in co-operation with CLIL and non-

CLIL teachers, involving parents in learning about CLIL and how to support

students, involving the local community, authorities and employers. (2008, p. 30)

This core is also very important for CLIL teaching. Every new learning project needs

a funding. That is why it is important when the local authorities get involve and

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support a project like this. And not only the local authorities but parents should be

involved as well.

Another important thing connected to these core features is thinking. It is the

thinking which drives these core features. Thinking drives the teaching/learning

process. „The more powerful the thinking, the greater the learning. CLIL is no

exception: good CLIL practice is driven by cognition. Thinking (cognition) is the

mental faculty of knowing, which includes:

perceiving;

recognizing;

judging;

reasoning;

conceiving;

imagining.“ (Mehisto, Marsch, Frigols, 2008, p. 30)

All these mental activities are important in creating a plan for CLIL lessons,

and even during the CLIL lessons and after. Starting from considering the different

perspectives and attitudes, through articulating and conceiving plans to assessment of

the CLIL lessons. The teachers need to think about the best techniques for CLIL

lessons to be as efficient as possible.

According to Mehisto, Marsch and Frigols the CLIL model is driven by four

principles: cognition, community, content and communication. I have already

mentioned the cognition. The primary focus in CLIL is on the content than on the

form. In order to aquire new knowledge and skills, people need to connect that new

information with their own already existing knowledge, skills and attitudes. This

meaning-making is a personal and social process (community), new knowledge and

skills develop through analysis (cognition) and through a communicative process

(communication). (2008, p. 30 - 31)

These four principles (See Appendix 3) are useful for lesson planning. They

contribute to successful outcomes from CLIL lessons. Mehisto, Marsch and Frigols

stated examples of how these princples can be found in a CLIL lesson:

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Cognition

o the results of content, language and learning skills are

articulated in co-operation with students

o learning builds on already existing knowledge, skills and

attitudes of the student

o students are able to analyse achievement of learning results

independently and they work to set new results

o students synthesize and apply knowledge from other subjects

Community

o students feel that the learning community is enriching and

encouraging

o students have the self-confidence to be able to work with a

group and local community

o teachers and students are partners in education

o students are able to define their role on the community

Content

o content is clearly linked to the community

o students apply new content and develop new skills

o content is substantive

o content from various subjects is integrated

o cultural content is integrated as well

Communication

o students actively use the right to participate in activities and

communication

o classroom environment supports learning and communication

o students and teachers co-construct and negotiate meaning

o language skills are developer in all subjects

(2008, p. 31)

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4.2 The role of the language

It seems, from the term CLIL, that the language is preceeded by content,

meaning that the language goals come out from the content goals. But it does not

mean that the role and the importance of language is limited. According to Šmídová,

Tejkalová, Vojtková during the systematic use of CLIL in non-language lesson the

teacher operates with several language layers, which could be included in four

sectors:

Content-obligatory language – language specific for the chosen

subject (content); without this language it is impossible for students to

achieve the content goals; these are mostly technical terms

Content-compatible language – language which helps to express

various procedures; if necessary it can be expressed by indirect

expression or colloquial expression

CALP – cognitive academic language proficiency – language suitable

for academic environment; the use of language skills (reading,

listening, speaking and writing)

BICS – basic interpersonal communication skills – language suitable

for common communication

(2012, p. 16)

4.3 Various educational movements

CLIL lessons use principles from various educational movements. These are

Constructivism, Critical Thinking and Problem solving method/ project method.

4.3.1 Constructivism

Constructivism is a pedagogical movement which emphasizes processes of

exploring and mind construction of new information. The student integrates new

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information into already existing mental system, he or she expands the knowledge

and updates it. The teacher should be only the mediator of sufficient amount of

impulses for learning and he does not transmit completed knowledge. The teacher

helps the student to realize the findings which the student did. Moreover Social

Constructivism emphasizes the importance of collective learning when the student

learns the most effectively by the communication with others.

In Constructivism it is not a failure to make a mistake. It is considered an

opportunity to learn. It emphasizes not only the development of cognitive skills but

also metacognition, the ability to learn. What is important is that students does not

have only formal knowledge but they should know the connection between particular

information and they should be able to use their knowledge.

According to Šmídová, Tejkalová, Vojtková in integrative learning the

constructivist approach is significant also because the student has not sufficient

language facilities to be able to take in completed piece of knowledge. New piece of

knowledge is supposed to fill into already existing system of knowledge. At the same

time the constructivist approach, thanks to the emphasis on communication between

students, offers a natural context for the development of language skills, which is the

basis of CLIL. (2012, p. 23)

4.3.2 Critical Thinking

The method of critical thinking strive for students to work with information,

classify it, systematize it, link the old information to the new information, to be

doubtful about it, verify it and according to these information make their own

attitudes and opinions.

According to Šmídová, Tejkalová, Vojtková on the basis of researches of

CLIL there is a hypothesis about how the language, which we use speaking about

information, influence how we perceive the information and also what opinion we

create. It is apparent that a lof of words do not have precise translation in another

language and it is necessary to choose indirect expressions. It is same with the

emotional sound of the word. (2012, p. 24)

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When we are speaking about whole texts it is a good opportunity for using

critical thinking. The change of language naturally leads to the change of

perspective. Meaning that different events will be described differently on materials

of different nations. The methods of developing of critical thinking used in

integrative education leads not only to the development of cognitive skills but also to

the development of specific language skills.

4.3.3 Problem solving method/ project method

It is a type of teaching where the main element is the complex solving of the

task. It is based on a thing that the students are missing the substantial information

for solving the problem or handling the task or the student is not able to proceed

within the task. In CLIL there could be several types of information – not only the

technical content but also language word stock.

According to Šmídová, Tejkalová, Vojtková CLIL tries to create the

opportunities for real communication. Real problem, which is supposed to be solved

by the students, offers an ideal possibility for communication. The problem method

approach does not allow the student to passively pursue completed pieces of

knowledge or to apply familiar procedures. It is a complex approach which starts

with giving an assignment and specification of the problem. (2012, p. 25)

The teacher is supposed to help the students during solving the tasks and

during the verifying these solutions. The students learn to organize their own

learning and plan their own work. At the end of the task the teacher should discuss

with the students their procedures.

4.4 The theory of multiple intelligencies and learning styles

The teacher should hold in mind that he does not teach a homogeneous class

but different students and each of the students has multiple intelligencies where each

intelligence is developed differently. Meaning that some students have better

developed logical – mathematical and some visual – spatial. There are nine

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intelligencies: mathematical-logical, verbal-linguistic, musical, visual-spatial, bodily-

kinesthetic, intrapersonal, interpersonal, naturalist, existential.

According to Šmídová, Tejkalová, Vojtková the theory of multiple

intelligencies corresponds with the various learning styles the students use. Each

student uses each of the given styles but in different proportion. These styles are:

Auditive – student better remembers the spoken word; he likes to learn

repeating aloud

Visual – student needs enough of visual impulses like pictures or charts; he

likes to use mind maps, time lines or diagrams

Tactile – student learns the best when he can use some models, experiment or

to connect the information with some specific physical object

Kinesthetic – student needs a motion perception; it is better for him/her when

he/she can connect the information with physical movement

Experiential – student learns the best when he/she can connect the piece of

knowledge with some experiment or dramatization

(2012, p. 25)

Then it is up to the teacher to adjust his or her teaching according to different

learning styles of the students. The teacher should show the students how to use their

abilities at the maximum. The teacher should also include various activities attached

to various learning styles.

4.5 Learning strategies

Each student uses a certain set of learning strategies. The more strategies

he/she uses the more efficient is the learning. Each teacher should use various

strategies and also familiarize the students with these strategies, work with these

strategies effectively and point them out during the concluding reflection. Here are

some learning strategies which are recommended for efficient learning, according to

Šmídová, Tejkalová and Vojtková:

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Memory strategies – these strategies help the students to remember

the information, store the information, elicit the information from the

memory; Activities belonging to these strategies are grouping of the

information, association, creating mind maps, using of visual

materials, using of key words, linking the concept with the specific

action;

Cognitive strategies – these strategies mediate the understanding of

the language using mental activities from revision (written or spoken)

to comparing, derivation of the meaning from the context, translation

or making extracts from the text;

Compensatory strategies – these strategies enable students to cope

with the problem of not knowing the foreign language in the way that

according to the linguistic and non-verbal signals they can estimate

the meaning; The students use indirect expressions, synonyms, facial

expressions and gestures;

Metacognition strategies – these strategies help the student to

coordinate his or her own learning proces; Activities belonging to

these strategies are linking the topics with previous experiences, the

ability to hold his or her attention, organize his or her own work but

also the ability of self-evaluation;

Affective strategies – these strategies concern emotions and

motivation; These are strategies which jointly form the class climate;

Activities belonging to these strategies are praising the student for

some achievement, the choice of adequate difficulty of the tasks, the

student´s reflection, but also the willingness of the students to risk in

foreign language – meaning to answer;

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Social strategies – these strategies are patterned on strenghtening of

social relationships not only in class and on princpiples of co-

operative learning; Activities belonging to these strategies are co-

operation between students, co-operation with the native speaker and

the growth of cultural awareness;

(2012, p. 26 – 27)

These strategies are significant for CLIL method (and not only CLIL) because the

learning does not mean that teacher is giving the students information and students

are just receiving the information. And without practising these strategies the

learning process will be hardly as successful as it could be. For example, considering

CLIL learning, the compensatory strategies are very important. As mentioned above,

these strategies enable students to cope with the problem of not knowing the foreign

language. The strategies teach them to use different abilities to estimate the meaning

– the use of indirect expressions, gestures, synonyms, etc.

4.6 Bloom´s taxonomy

Bloom´s taxonomy is a way of distinguishing questions in education.

Bloom´s taxonomy deals with a hierarchical divison of educational goals according

to their cognitive difficulty. In CLIL it is very useful for the teacher for planning and

managing the CLIL lesson. It goes from the easier tasks to more demanding tasks.

According to Šmídová, Tejkalová and Vojtková, we can divide the chart of

Bloom´s taxonomy (See Appendix 4) in this way: 1) remembering, 2) understanding,

3) applying, 4) analyzing, 5) evaluating, 6) creating. (2012, p. 28) The first step is to

remember. It means that the teacher should start with giving the students facts which

they are supposed to classify, remember, repeat, find. After handling the first the

students can go to the second one – understanding. In this sector the students are

supposed to translate from the one language to the other and simply interpretate. In

this the students are supposed to explain the information, check, translate, tell in their

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own words. Next phase is applying. In this phase the students are supposed to apply

the given information, demonstrate it, state the relationship between things, use, or

try.

Phase four – analyzing – demands higher cognitive activity. The students are

supposed to analyze given information, find the relationship between pieces of

information, identify the cause and consequence, discuss, diagnose, solve or deduce.

Phase five – evaluating is a phase where students are able to evaluate, critizise,

appreciate, support their opinions, opose to different opinions, state pros and cons

and give reasons. Last phase of the Bloom´s taxonomy is creating. In this phase the

students are able to organize, express, re-organize, suggest, be in charge – lead,

create a system, forecast or design. Without managing some lower phases it is very

complicated, or even impossible, for students to manage some of the higher phases.

4.7 The development of key competences

Key competences are stated in Framework Educational Programme (MŠMT).

These are the competences students are supposed to acquire and train during the

education. There are six key competences in Framework Educational Programme for

Basic Education (MŠMT):

Competence for learning – the teachers chooses appropriate methods

to lead the students and to help them to find their own learning style

and its development. The teacher uses different approaches.

Competence for solving the problems – the teachers provides

students enough opportunities for individual work with the problem.

The teacher uses problem situations from real life and teaches them to

react properly. He or she teaches students how to cope with a

language barrier.

Comunicative competence – the teacher gives the students sufficient

amount of opportunities for written and spoken statement. The teacher

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supports an application of the received knowledge in other subjects

and he/she gives them enough opportunities to discuss some problem.

Social and personal competence – the teacher uses group work and

helps the students to be able to set rules within the group. The students

are supposed to co-operate, help each other and respect each other.

The students are supposed to feel responsible for the work of the

whole group. The teacher sets the rules and the students are supposed

to behave according them.

Civil competence – the teachers uses foreign language materials

which leads students to get to know a lot about other nationalities.

They develop a sympathy and respect towards other cultures and their

habits and traditions.

Occupational competence – the teacher leads the students to get

information about professions where is the knowledge of foreign

language absolutely necessary requirement which leads to the possible

choice of their future profession. This can motivate the pupils and

they are supposed to be responsible for their own learning.

All of these key competences are crucial for a personal development and a

future employment of a person. These competences are patterned on the values

generally accepted by the society. That is the reason for each teacher to choose such

exercises which will lead to student´s development of these competences. Moreover

it is significant for CLIL teachers to keep these competence in mind while planning

the lesson and even creating the materials for the CLIL lessons.

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5 Transforming CLIL into practice – planning and structure of the

CLIL lessons

The planning and the structure of the lesson must follow the previous

knowledge of the students, give them the opportunity to get new information

independently and put new information together in the system of their already

aquired knowledge.

5.1 Planning and setting goals

First, and a very significant stage, is to think about the students´ previous

knowledge. That is crucial for deciding what can we follow with. In CLIL the

teacher must think about the previous knowledge in two separate ways – firstly the

students´ level of English and then their previous knowledge in the second,

specialized, subject. In case that the teacher of CLIL is the teacher of the specialized

subject it is necessary for him/her to closely cooperate with the language teacher.

The best case is when the teacher is both the language teacher and the teacher of the

specialized subject. Nevertheless it is always beneficial to cooperate with colleagues

and consult with them.

The second thing is to think about the assessment of the CLIL lessons. This

stage is essential not only in planning of CLIL lessons, but during planning each

lesson. But in CLIL there might appear some problems so it is very important to

decide what procedures of assessment will the teacher choose. The assessment of the

CLIL lessons goes hand in hand with goals of the lesson. These goals need to be

formulated in a way to be verified – teacher will be able to assess whether these

goals were accomplished.

According to Šmídová, Tejkalová and Vojtková, the goals of the specialized

subject are supposed to be formulated on the specific anticipated outcomes

formulated in School Educational Programme (MŠMT) and Framework Educational

Programme (MŠMT). That means it is necessary to follow School Educational

Programme/Framework Educational Programme (MŠMT) and not to go against it.

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The schools also could decide to implement CLIL method in their School

Educational Programme (MŠMT) and there they will formulate its own competences

and outcomes. This would definitely make the planning of the specific CLIL lessons

easier for the teachers. (2012, p. 31)

But what is an outcome? The outcome can be described simply as what the

student know and what he/she learnt. According to Mehisto, Marsch and Frigols

there is a list of what learning oucomes can:

provide a focus for instruction;

provide quidelines for learning (knowledge, skills, attitudes);

provide targets for assessment;

provide a vehicle for involving students in setting personal targets;

facilitate the communication of non – negotiable expectations;

convey instructional intent to others;

provide a framework for final evaluation of learning;

provide a framework for assessment of teaching.

(2008, p. 102)

Moreover, Mehisto, Marsch and Frigols suggest to involve the students in

setting learning outcomes. (2008, p. 102) That is definitely a great suggestion

because it is beneficial for learners to develop a very important skill which would be

useful in their lives. They will develop an ability to set outcomes in different areas of

their lives and have it under their control.

5.2 How to support language learning in content classes

How could teachers support language learning in content classes? That is one

of the most significant question for CLIL teachers. CLIL teachers are supposed to

think about it during planning before the lesson. Mehisto, Marsch and Frigols have

developed a list with the help of highly experienced CLIL educator Lynda Boynton.

The list has got fifteen items:

1. Create a psychologically and physically safe environment

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2. Consistently use one language

3. In the beginning, it is acceptable for students to use the first language

4. Speak slowly and articulate clearly

5. Use an appropriate level of language

6. Use facial expressions, gestures and pictures to reinforce meaning

7. Repetition is required

8. Make it meaningful

9. Provide a variety of language models

10. Create a wealth of opportunities to use the language

11. Communication is of primary importance

12. Create a wide variety of opportunities to develop all four language skills –

listening, speaking, reading and writing

13. Work systematically to build equal status for languages used in the school

14. Set high, but realistic expectations

15. Find ways of recognizing students´ effort and success

(2008, p. 105 - 109)

First item of the list - Create a psychologically and physically safe

evironment, is very important and should be applied not only in CLIL lessons. The

students need to feel comfortable in their learning environment. Otherwise the

outcomes will not be fullfilled and the learning will not be as efficient as it could. It

is very useful to set up rules (let the students to set up rules themselves) which will

help to avoid unpleasant and unstimulating atmosphere.

The second item is quite logical because when we are teaching some content

through different language (not the first language) it is necessary to make efforts to

use only (if possible) the target language to learn some information. This is

connected with the third item which is that the teacher should allow the students to

use the first language in the beginning. This concerns mostly students at the primary

level. The teacher should expect that they will not use the target language in the

beginning. They will definitely try to put it into the target language but they will not

do this spontaneously. Gradually it will be more and more easier for them to answer

properly.

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Another item is to speak slowly and articulate clearly. This item is very

logical as well because it might be hard for the learner to understand when speaking

quickly, mostly when introducing new language and structures with new content

information. But at the same time teachers should avoid to speak unnaturally slowly.

Higly important thing is stated by Mehisto, Marsch and Frigols: „When planning, be

aware of the number of new words or structures you are introducing the students to

at any one time. They will need to be challenged yet comfortable, not frustrated or

overwhelmed.“ (2008, p. 106)

To support language learning it is crucial to use an appropriate level of

language. That means the teacher should not use complicated structures but he/she

should still speak grammatically correctly. Mehisto, Marsch and Frigols are

recommending to use a level of language that is one step ahead of theirs - so the

students need to work harder but not too hard which could be unchallenging and

frustrating. (2008, p. 106)

The teacher should use facial expressions, gestures and pictures which helps

the students to get more involved but also helps them to remember some information

and facts better when they can connected it with some visuals. Plus the teacher

should not forget to repeat, repeat and repeat. With repetition the students will be

more confident and it is also useful for development of their receptive skills.

Another item on the list – number 8 is to make it meaningful. This means that

the CLIL lesson will be more efficient when the language, themes and content will

be focused on students ´ interest. Following item on the list is to provide a variety of

language models. According to Mehisto, Marsch and Frigols students need to hear

the CLIL language spoken by different people in different situations. The best

possibility is to arrange some trips, arrange a meeting with some guests or join some

international projects. But this is not always possible so it is necessary to at least use

different audio and video resources in lessons. (2008, p. 107)

After providing a variety of language models, the teacher should create a

wealth of opportunities to use the language. This means that is far more efficient to

use group or pairwork than the whole-class teaching. The teacher should also get to

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know students ´ particular learning style and according to this create appropriate plan

or programme. Connected with this is the number ten on the list – Communication is

of primary importance. Meaning, it is more important to support students to speak

than just to learn grammar. The teacher should encourage his/her students to speak

without worrying about the grammatical correct way. In this case it is fluency before

accuracy.

When learning a language, four skills must be incorporated. Two receptive

skills – listening and reading and two productive skills – speaking and writing. All

these four language skills should be involved into one activity or a series of

activities. Mehisto, Marsch and Frigols offer an example of it: „For example, if you

are discussing globalization, first have the students write down some of their own

thoughts about the pros and cons of globalization. In pairs, each student could read

what the other wrote. The two students cant then combine their answers into one

written statement. They can practise presenting their conclusions. One pair then

presents to another pair. The two pairs discuss their differences and try to establish

one common text.“ (2008, p. 108)

Towards the end of the list is another advice – Work systematically to build

equal status for languages used in the school. This means that all languages which

are taught in the school deserve equal attention. Mehisto, Marsch and Frigols state

the importance of the support from the head of the school: „The head

teacher/principal of the school and other staff need to demonstrate their support for

the CLIL programme. This is best achieved when CLIL and non-CLIL teachers co-

operate and when both groups notice and publicly acknowledge each other´s

achievements, and look for opportunities to create these jointly.“ (2008, p. 108)

However there might be a problem when it will start to be seen as an elite, which I

have mentioned in this thesis before.

The penultimate advice on the list is to set high, but realistic expectations. It

is important not to underestimate the students but also not set too high goals. Setting

too high goals, almost impossible to achieve, would have the opposite effect on the

students. On the other hand, too easy achieved goal would not be challenging for the

students.

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Last, but not least, is the advice for teacher to find ways of recognizing

student effort and success. This advice is important because when the teacher notices

effort and rewards it that is an engine for learning. This means that the student will

pay attention and appreciate when is his or her effort rewarded and will continue

with it. According to Mehisto, Marsch and Frigols, the teachers should avoid the

phrase “well done“. They advise to be specific and give students an opportunity to

speak about how they achieved their results. Another recognition could be an

exhibiton or invitation of someone such as the head teacher to see and comment on

the work. (2008, p. 109)

All those advices are crucial for encouraging language learning and for

successful CLIL lesson. But a lot of them could also be applied during the usual

lesson as well. But how to support content learning in language classes? Concerning

content the teacher should always follow already mentioned School Educational

Programme/Framework Educational Programme (MŠMT) where is stated what

should the learners from the specific subject aquire. Sometimes the teacher must

rewrite some content materials to be appropriate for the language level of the

learners. If the teacher follows the national curriculum and the language level of the

students he or she is on a way to be a good CLIL teacher.

5.3 Beginning with CLIL, warming-up activities

Every language lesson should start with some warm-up activity. Activity

which takes only a few minutes. These activities are supposed to “break the ice“,

involve the students into some specific topic and make the students to begin thinking

and focusing on English. This activity should be dynamic, entertaining and not

difficult.

During CLIL lesson the teacher could add some vocabulary from the content

subject. There are a huge list of warm-up activities and it is very useful for teacher to

make his/her own portfolio with these activities. The warm-up activity always

depends on the content during CLIL. Here are some well-know warm-up activities

stated by Šmídová, Tejkalová and Vojtková:

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Short dialogues: The teacher starts the lesson with the short dialogues with

individual students - including the vocabulary of the chosen topic.

Chain of words: The teacher starts: „There is a book in my bag“, then the

student continues „There is a book … and an exercise book in the bag“, each

student adding another item. (This activity could be transformed in a way that

in the bag might be only words connected to the chosen topic.)

Desribe the difference: The learners are looking for difference between

pictures or mind maps (of the chosen topic)

„Land-city“: The teacher chooses the headings of the columns (connected to

the topic) and the initial letter, the learners are supposed to write a word to

each category as fast as they could

Bingo: The teachers tells the learners to choose five words from the list of

vocabulary, then he/she is taking out one by one each word from the list, who

has got all five words is the winner

Think and write: The learners are divided into groups (pairs) and their task is

to write as many words from the topic as they can remember

(2012, p. 32)

5.4 Additional activities and changing the activities according to language

skills

In CLIL lessons there will be more differences between the learning of the

students than in the subject taught in mother tongue. The difference is even higher

because of the language level of the learnes. For this case it is useful to have

prepared some additional exercises for learners who work faster and without much

problems.

According to Šmídová, Tejkalová, Vojtková the teacher will probably have in

the beginning some problems in estimating of how much time does each activity

take. That is why it is useful for the teacher to involve in his/her plan more short

activities which could be left out or be moved to the next lesson. On the contrary the

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opposite thing could happen, that the students will manage to do the task faster than

the teacher expected, in this case it is always good to have some other short activities

prepared for cases like this. Another possibility is also to use this time for longer

reflection – the students assessing their own work, assessing their classmates´ work,

talking about problems, etc. (2012, p. 33)

Another additional activities might be crosswords, riddles and other similar

funny activities interesting for the learners and on the chosen topic. Or the teacher

can use the faster learners as assistants to those who are having some problems

during the given tasks. This supports the cooperation among the learners which is

very beneficial.

Moreover it is necessary to change the activities according to the language

skills. This was actually already mentioned in the chapter 5.2 where it was stated as

one of the significant advice for succesful CLIL lessons. The teachers should include

all four language skills – listening, reading, writing and speaking.

5.5 Monitoring and evaluating CLIL in action

Firstly, it is necessary to say that this phase is not about the classical

assessment which happens (or should happen) at the end of each teaching process.

This is much more about monitoring the working process of the students and about

understanding the whole CLIL teaching – learning processes.

The teacher´s role is not the resource of the knowledge. In CLIL the teacher

motivates, creates opportunities for learning, helps the students to overcome

difficulties, he/she is the mediator of their learning and he/she also monitors their

work. During the task the teacher is walking around the class checking how the

students managed to cope with the task and he/she can help them if necessary. The

goal of the monitoring is to observe what the students have problems with and be

able to help them immediately.

According to Šmídová, Tejkalová, Vojtková the main feature of the

monitoring is continuous evaluation of the students´ work. The students should feel

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that the teacher is not just “wandering“ around the class but really perceiving their

working proces. This does not mean that the students should be formally evaluated or

be given marks, but the feedback is absolutely necessary. (2012, p. 35)

Very useful for the teacher is to make notes about often heard mistakes and

after the task the teacher could go through the common mistakes together with the

students. It is much better than to interrupt the conversation. What is difficult for

CLIL teacher is that the teacher need to keep in mind that he/she is not monitoring

just the language or just the content but both, so it is necessary not to be only

distracted by some language problems but always keep in mind the goals and

outcomes of the whole CLIL lesson.

5.6 Scaffolding

The method of scaffolding was already mentioned above, in chapter 4.1. The

strategies which makes the work with a demanding text easier for the students will

help them to overcome the demanding character of the language task. Those

strategies are called scaffolding.

According to Šmídová, Tejkalová and Vojtková this strategy is based on

persuasion that the teacher needs to build up a scaffolding for the student who is just

learning. This scaffolding is created from some hints, vocabularies, example models,

instructions, examples of efficient metacognitive strategies. Then, step by step, the

teacher take the scaffolding apart to teach the student to deal with the task without

these aids. The goal of it is not to present to the student completed solution

(knowledge) or not just to motivate him but to enable the student to find his/her own

way how to deal with the problem and how to manage the task. From the strategies

of scaffolding we can name: rephrasing of the instructions of the task, targeted work

with the text – highlighting, facial expressions and gestures, visuals – mind maps or

charts, examples of completed tasks, mnemotechnic aids. (2012, p. 35 - 39) There are

common principles of scaffolding according to Šmídová, Tejkalová and Vojtková.

(See Appendix 5)

44

5.7 Reflection and self-reflection, students´ autonomy

Reflection and self-reflection is a significant stage in learning. It is required

more in CLIL lesson than in the mother tongue lessons to continuously checking

whether the students understood the task and the topic. It is also important for

learners to be able to realize which techniques they used when learning. In the final

reflective phase it is useful to go back to the language structures, new vocabulary and

key words which were used in the lesson.

When speaking about reflection and self-reflection we need to distinguish

between Student´s reflection and self-reflection and teacher´s reflection and self-

reflection. But both of high importance.

The student´s reflection and self-reflection should involve the content of the

lesson, methods, techniques, activities and also the learning process. For reflecting of

the learning process these beginnings of the sentence are suitable to use: I learnt…, I

liked, I was interested in …, I had problems with…, I would like to know…. The

teacher could ask questions to make it easier for students to think about everything

important from the lesson. After a while, the teacher could let the students think

about it without giving them the questions.

Group reflection is a great way how to get new ideas and questions to the

topic. This reflection could be not only the final phase of the lesson but could be the

opening for the next one. This reflection teaches the students to be able to formulate

their opinions. In the beginning there might be a problem with a small amount of

vocabulary suitable for this. In this case it might be suitable to allow to reflect their

opinions in their mother tongue and then slowly proceed to the foreign language.

But the students are not the only ones who need to reflect the CLIL lessons.

The teacher´s reflection and self-reflection is important as well. The teacher is

supposed to reflect whether the goals were achieved and whether they were chosen

correctly. The reflection of the process of the teaching, methods and techniques need

to be included in the teacher´s overall reflection as well.

45

Moreover, the teacher´s role is not only teaching them something in the

lesson, guiding them during the lesson, teaching them to evaluate themselves and the

others but also teach them responsibility for their learning. The students should feel

responsible for their learning. According to Šmídová, Tejkalová, Vojtková, a big

motivation for students is when they can decide or can actively participate in

choosing what they learn and how they learn. This all slowly develops into their

learning autonomy which is much more efficient than just to be given task and

method by the teacher. (2012, p. 44)

46

6 CLIL in Art lessons

The second part of this Diploma thesis, the practical part, will focus on the

connection between English and Art. I have prepared three CLIL lesson plans to be

realized in regular lessons. I have decided to try out these lesson plans in three

different classes – 7th

grade, 8th

grade and 9th

grade. After that I have decided to try

these three lessons at two different schools so I can compare it. I have chosen two

elementary schools in Hradec Králové – ZŠ Sever and ZŠ Habrmanova.

Art is a discipline which covers a lot of artistic spheres – architecture, the art

of sculpture, paintings as a history of famous painters and their masterpieces,

painting as an activity and etc. My task was to come up what art sphere to connect to

English. For one lesson plan I have decided to cover architecture. To be specific I

have chosen a text about Jan Kaplický to be learnt in one of the CLIL lessons. Jan

Kaplický was a great Czech architect with original and unique buildings and projects.

Moreover, he is closely connected to London. He worked there many years and he

established his own architectural practice The Future Systems there.

For the second CLIL lesson I have chosen one of the most famous and

significant artists - Leonardo da Vinci. My intention was to choose an artist from a

distant history, an artist who was very versatile. For the third CLIL lesson I have

chosen Pop art (Andy Warhol) which is neither an old historical movement, nor a

contemporary movement either. On top of that this movement is very appealing for

the students – it is very colourful, full of portraits of famous singers or actors. I

included a quick drawing activity in lesson plans CLIL Jan Kaplický and CLIL Pop

art (and Andy Warhol).

I have also prepared a small questionnaire for students. This questionnaire is

supposed to discover the students´ opinion on this kind of teaching. For example the

first question was supposed to discover whether or not they liked this CLIL lesson

and the second question was supposed to discover which subject would they like to

have connected with English.

47

6.1 Profile of the schools

ZŠ Habrmanova Hradec Králové

I have decided to try all three CLIL lesson plans at ZŠ Habrmanova. I contacted

the English teacher Mgr. Gabriela Kaisrlíková and the school headmaster Mgr. Jiří

Šimek and asked them to let me teach CLIL lessons in three classes – 7.A, 8.A and

9.A. They both gave me a positive answer so I was allowed to realize my CLIL

lessons at their school.

This elementary school has got 18 classes and 398 pupils in the school year

2014/2015. The history of the school goes back to 1965. The school is focused on

aesthetical edcuation meaning that one class in the grade is focused on Music and the

other on Art. But the school put emphasis also on technical education of pupils and

on languages. In 1st and 2

nd grade the pupils are getting familiar with the English

language. Since 3rd

grade they learn English regularly and since 7th

grade they have

the second language – German.

The school has got specialized classrooms for teaching English, German,

Cooking, IT, Physics, Chemistry, History and Geography. There are 6 interactive

whiteboards in the school. There are in total 30 teachers in the school.

Before teaching Mgr. Gabriela Kaisrlíková gave me some general information

about the classes. I was told that 7th

grade is not very active and that it is very

difficult to make them to be active and willing to speak. I was told that 8th

grade is

quite smart but again not willing to raise their hands and be active. According to

Mgr. Gabriela Kaisrlíková 9th

grade is the smartest group and very active. They are

willing to express their own opinions.

The two of my CLIL lessons took place in a specialised classroom for

teaching English. In this classroom there was an interactive whiteboard. The

classroom was full of posters and pictures regarding English grammar or vocabulary.

The classroom was very nice and cozy. The seating of the children was arranged into

two rows with desks for two pupils. The two rows with the desks were placed in a

way that there was a space for the teacher (and pupils) in the middle of the classroom

48

between the rows. One lesson was taught in a normal class with three rows of desks

for two pupils.

ZŠ Sever Hradec Králové

I have decided to try all three CLIL lesson plans at ZŠ Sever to have it compared

with results from teaching CLIL at ZŠ Habrmanova. Because I teach there it was

easy for me to ask the school headmaster Mgr. Milan Kučera. Then I asked my

colleagues Mgr. Martin Michel and Bc. Martina Lišková. I asked Mgr. Martin

Michel to let me teach in his group of 7th

grade and 9th

grade and Bc. Martina

Lišková to let me teach in her group of 8th

grade. They gave me a positive answer so

I was allowed to try my CLIL lessons at this school and in their lessons.

This elementary school has got 18 classes and 382 pupils in the school year

2014/2015. The history of the school goes back to 1975. The school is focused on

teaching languages since 1st grades. But they put emphasis also on technical

education of pupils – teaching IT. In 1st and 2

nd grade the pupils are getting familiar

with the English language. Since 6th

grade they open one class specialized on playing

football (FCHK) and one class specialized on playing sport games (basketball,

volleyball, floorball, handbal) opened for girls.

The school has got specialized classrooms for teaching English, German,

Cooking, IT, Physics and Chemistry. There are interactive whiteboards in almost all

classrooms in the school. There are in total 27 teachers in the school.

Before teaching the teachers did not give me much information about the pupils

which is sometimes better not to expect that it will be good or bad. I taught one

lesson in a specialized interactive classroom which is special for the earphones

accessible for each student at his/her desk. But I did not used it. We only used the

interactive whiteboard (and the computer). The other two lessons I taught took place

in a normal classroom – three rows of desks for two. The students have got normally

three lessons of English per week which is a standard. The pupils can take part in

several English competitions like the Conversational Competition or Let´s compete

in English language what includes regular tasks always focusing on a different

language skill – writing a story, making a project about Great Britain and other.

49

6.2 Lesson plan – Jan Kaplický

For the first lesson plan I have chosen already mentioned Jan Kaplický. Jan

Kaplický was a great architect known all over the world. The students at elementary

schools do not learn much about architecture during Art lessons (sometimes they do

not learn anything from History of Art, they just paint), so I wanted them to get to

know something from this field and get to know the name of Jan Kaplický.

I have taken a text about this incredible architect from my Bachelor Thesis

(Contemporary Architecture in London). I have created a pupil´s worksheet, a

teacher´s worksheet and a glossary. (See Appendix 6) The students will receive the

text about the architect, the glossary (English – English) and task they are suppose to

answer. Here is the text and questions for the pupils:

Jan Kaplický and his architecture

Jan Kaplický was one of the most significant Czech architects, but unfortunately he

was successful not in his homeland but on the British Isles – mainly in England and

London. He established architectural practice Future Systems which designed a lot of

unique buildings. We can name Hauer King House, Wild at heart or West India Quay

Bridge.

Jan Kaplický was born in 1937 in Prague and died six years ago, in 2009. He studied

at the College of Applied Arts and Architecture and Design (VSUP) in Prague. In

1968 he escaped from Prague to London with his friend and collegue Jaroslav

Vokoun.

In London he worked with architects like Norman

Foster or Richard Rogers. Later, in 1979, he

established his architectural practice called Future

Systems. Ten years later, Amanda Levete, a great

architect, joined the practice. In 1999 Jan Kaplický

received the most prestigious architectural prize –

The Stirling Prize RIBA.

50

The architecture of Jan Kaplický and his architectural practice could be seen as High-

tech architecture and some of his buildings are designed in Organic architecture.

High-tech architecture is an architectural style that emerged in the 1970s. This

architecture uses new technologies and materials which were designed for

aeronautics or astronautics. It uses materials like steel and other lightweight metals.

Big glass panels are also typical for this style. The example of this architecture is the

Hauer King House in London. This private house, also known as “The Glass House“,

is mainly made of the glass. The entrance wall of the house is translucent – it is not

made of classic glass but special glass bricks which offer some privacy.

The Organic architecture is inspired by the

nature – organic plants or animal beings. A

typical example of this architectural style is

the project of National Library of Prague,

also called “the Octopus“. The project of the

library in the shape of octopus was not

realized because a lot of people did not like

this and fought against it. This “fight“ was a huge disappointment for Jan Kaplický.

On the other hand, such big names as Rogers, Foster or Hadid liked this project very

much.

Adapted from: VIKTORINOVÁ, Petra. The Contemporary Architecture in London. Hradec Králové,

2013. Bakalářská práce. Univerzita Hradec Králové.

Figures from:

http://en.wikipedia.org/wiki/Jan_Kaplick%C3%BD#mediaviewer/File:JanKaplicky.jpg; aktualne.cz;

15. 1. 2009

http://www.novinky.cz/kultura/138831-kaplicky-upravil-knihovnu-aby-se-na-letnou-

vesla.html;FUTURE SYSTEMS/Jan Kaplický; 26. 10. 2014

The tasks are:

Task 1: Make a timeline of Jan Kaplicky´s life. Important dates and events.

You can start with the birth of Jan Kaplicky.

Task 2: What were the two architectural styles typical for Jan Kaplicky and

his Future Systems?

51

Task 3: Work in pairs. One partner will find out the typical characteristics of

Organic architecture, the second partner will find out the typical

characteristics of High-tech. Firstly, write it down, then speak about it.

Task 4: Work in pairs. Talk about the National Library “the Octopus“. Do

you like it or not? And why.

Task 5: Draw your own image of the Hauer King House.

I have also prepared a lesson plan for this CLIL Jan Kaplicky lesson:

CLIL LESSON – JAN KAPLICKÝ

LANGUAGE GOALS: Revise present and past tense. Practice reading. Practice

speaking using and constructing correct sentences.

CONTENT GOALS: Students learn information about great Czech architect Jan

Kaplicky

1. Introduction to the CLIL,

2. WARM-UP – hangman – word: ARCHITECT

3. Pre-teach the vocabulary: students get the glossary, go through the glossary

4. The students receive a text about Jan Kaplicky with tasks – at first go through

the task together, students have some time to go through the text individually

and do the tasks individually (not the last drawing task – only for early

finishers)

5. When READY, the students work in pairs – they are checking the answers

together

then together

6. DRAW the Hauer King House

7. Revision – whole-class revision of what we learned, assesment; assessing the

pictures of Hauer King House – then we will look at a photo of it

8. End of the lesson

Other notes: The students will need a piece of paper and some pencil (crayons)

for the quick drawing activity. For the lesson it will be necessary to have a

computer and projector in the classroom (or an interactive whiteboard). I have

52

decided to try this lesson in 9th

grade because in my opinion the text is the most

difficult from all three texts.

Even though the contemporary architecture is not included in the Framework

Educational Programme for Basic Education (MŠMT) and it is not common to teach

about contemporary architecture in regular lessons I wanted to include this topic

because of my personal interest. But still it is a suitable text for developing

mentioned key competences. I used a text from my own Bachelor thesis but I needed

to simplify it to be suitable for the level of the students in 9th

grade. I had a problem

during creating the glossary because some of the architectural words are quite

difficult to explain. That is the reason why I added a Czech translation to some of the

words after explaining it in English.

6.2.1 CLIL lesson – Jan Kaplický – 9. A /6. 3. 2015 ZŠ Habrmanova/

I taught this lesson at ZŠ Habrmanova in 9th

grade. I was told that this group is

the best – they are smart and active. There were also only 12 pupils which I think is a

good number of students for learning language. This lesson took place in the

specialized classroom for teaching English.

I started the lesson with a warm-up – game hangman. The pupils really liked it

and it was obvious that they play it often during English lesson. They knew how to

pronounce English letters which is also the reason why I thought they play it

frequently. Even though the English alphabet is taught in the first years of English

the pupils in higher grades do not often know how to pronounce some of them.

The word I had chosen for the hangman was a word architect. Eventually they

guessed it and I could continue with presenting our topic – Jan Kaplický and his

architecture. In the beginning I started with the glossary, asking each student to read

one word and its explanation.

The teacher Mgr. Gabriela Kaisrlíková gave me advice on how to improve it

from just reading and translating to matching activity. Her idea was to cut the

glossary in a way that the pupils will receive words and the meaning and they will be

53

supposed to match the word with the meaning together (probably in pairs). This is

actually a very good idea, probably better than just reading and translating, but on the

other hand that would take much more time and the whole CLIL lesson plan would

take more than just one lesson which I did not have.

After going through the glossary, the pupils were given the texts with the tasks. I

made sure that they understood the questions. Then they worked individually or in

pairs. I offered them my help as well and some of them accepted it. After answering

the tasks they spoke about it for a while. Then we checked it together – what was the

answer and where were the students supposed to find it in the text.

Another task was to draw the Hauer King House which was described in the text.

Unfortunately, we did not have enough time for doing it. Because there was about 10

minutes to the end of the lesson I decided to devote the rest of the lesson to the

speaking about the controversial project of the National Library mostly known as the

octopus. I showed them the photos of this project and we talked about it together. It

was really interesting because the students truly expressed their opinions. They were

not shy as other groups so it was beautiful experience for me as well. The teacher

told us her opinion as well.

At the end of the lesson I asked them to fill in my questionnaire and I showed

them quickly the photos of the building Hauer King House they were at first

supposed to draw but we did not have enough time for that. We spoke about it for a

minute as well. Unfortunately, we did not have time for revision. But still I had a

superb feeling about the lesson and the pupils seem to be really interested in this

topic.

6.2.2 CLIL lesson – Jan Kaplický – 9. A /17. 3. 2015 ZŠ Sever/

I taught this lesson after trying it at ZŠ Habrmanova so I knew what to

expect. After trying this lesson at ZŠ Habrmanova I decided not to include the

drawing activity because there will certainly not be enough time for it. There were 13

pupils in this lesson. There were mostly boys from the class specialized in playing

football in a cooperation with Football Club Hradec Králové (FCHK).

54

I started the lesson with the hangman, same as at ZŠ Habrmanova. The pupils

liked this activity very much even though it seemed that they had more problems

with the actual pronunciation of the letters of the English Alphabet. When they made

a mistake I just repeated the letter with the correct pronunciation. Eventually the

pupils guessed the word architect and I introduced our topic.

The pupils were given only a glossary at first. We went through the glossary

together in the same way as in other lessons – each student reading one word and its

explanation. They managed the pronunciation rather well with just some little

mistakes.

Then I gave the students the texts and after describing their tasks they started

working. They worked individually or in pairs. I offered them my help as well and I

helped a few of them. After a while we checked the answers and went on with a

speaking activity on the project of National Library in Prague designed by Jan

Kaplický. I showed the pupils three pictures and we started talking about their

opinions. At first they were shy about speaking and expressing their opinions but

eventually some of them came up with an interesting point of view. For most of them

the project was just not fitting into the surroundings.

Unfortunately, there was not enough time for showing the photos of Jan

Kaplický´s Hauer King House which would be great for another speaking activity. I

asked the pupils to fill in my questionnaire and asked them what they had learned.

Eventually we put together at least four important facts about Jan Kaplický.

6.2.3 The feedback

From all three CLIL lesson plans this was my favourite. From all six lessons I

taught I definitely consider the most effective CLIL lesson taught in 9th

grade at ZŠ

Habrmanova. Maybe it was because the students´ level of English was naturally

higher than the levels of 7th

and 8th

grade.

Another reason might be that the topic is my favourite and I could have put

more effort in this lesson. The 9th

grade at ZŠ Sever was not as great as this one and

55

their language level and their speaking skills seemed to be worse as well comparing

to the pupils at ZŠ Habrmanova.

Another reason for the fact that the lesson at ZŠ Habrmanova was a bigger

success might be that they were more well-behaved than in 9th

grade at ZŠ Sever. As

I have written the 9th

grade at ZŠ Sever was full of boys (football players) who were

not as interested in learning as the students at ZŠ Habrmanova. Considering the

success of CLIL, in my opinion the students really learned the facts about Jan

Kaplický together with revising present and past tense. The students also revised

reading (silent reading only for comprehension reading) and speaking.

6.3 Lesson plan – Pop art and Andy Warhol

For the second CLIL lesson I have chosen a topic of Pop Art and Andy

Warhol. In this lesson I have decided to do the reading in a different way. There will

not be a same text for all the students but two different short texts. In that way I

included jigsaw reading in a CLIL lesson. From my personal teaching Art experience

I know that the topic Pop art is very attractive for the students. It is very colourful

and interesting so the students really enjoy Pop art lessons. Moreover a lot of

students have somewhere seen the famous Andy Warhol´s portraits of Marilyn

Monroe or Audrey Hepburn but have no idea that it is actually an art movement.

I have created a pupil´s worksheet, a teacher´s worksheet and a glossary. (See

Appendix 7) The students will be divided in two groups. One group will receive a

text Pop art with the tasks to answer. The second group will receive a text Andy

Warhol with the tasks to answer. Both groups will receive same glossary. Here are

the texts and questions for the students:

56

POP ART (group 1)

Pop art, as a new art movement, emerged in 1950s in Britain and also in the United

States. The pop art means popular art, it is the art for ordinary people. This art was

inspired by commercials, comics, neon lights, media culture and the real life of the

big city. It was soon very popular mostly among young people.

Typical pop art paintings and works are very colourful and expressive, full of things

from everyday life like Coca Cola bottles, soup cans or boxes of washing powder.

Another interesting thing was that the art works were made in big amounts – like

series production. That means that the work was no longer one original. Let´s

imagine for example the famous Mona Lisa. Mona Lisa is very original and unique

work and there is only one original Mona Lisa. If Mona Lisa had been created during

pop art, there would have been at least twenty Mona Lisas.

From the famous pop artist we can name Andy Warhol, Robert Rauschenberg, Roy

Lichtenstein or Jasper Johns. Each of these artists created different art works. Rober

Rauschenberg uses photographies and found things which he glues on the painting.

Roy Lichtenstein makes large pictures which are the details of comics. Jasper Johns

paints targets, american flags and maps. And what about Andy Warhol?

Adapted from:

[1]ČERNÁ, Marie. Dějiny výtvarného umění. 5., rozš. a upr. vyd. Praha: Idea servis, 2008, 232 s.

ISBN 978-80-85970-63-0.

[2]1000 geniálních obrazů. 1. vyd. Praha: Mladá fronta, 2007, 543 s. ISBN 978-80-204-1647-6.

[3]KRAUSSE, Anna-Carola. Dějiny malířství: od renesance po současnost. Vyd. 2. Přeložil Jaroslava

Krajná. Praha: Slovart, c2008, 128 s. ISBN 978-80-7391-056-3.

The tasks are:

Task 1: What does the term „POP ART“ mean and why?

Task 2: How does the typical pop art painting look like? Choose one of the

given artist, write down his typical pop art work and tell it to your partner.

57

ANDY WARHOL (group 2)

Andy Warhol was an American artist famous for his pop art works. He was born in

1928 in Pittsburg, Pennsylvania, United States. He studied arts and then he became

an illustrator of magazines and a designer of commercials and advertisements.

In 1960s he became famous mostly for his designs of Campbell´s soup cans. He also

made series of portraits of famous people – like Marilyn Monroe, Audrey Hepburn

or Elvis Presley. He established a studio called The Factory where many other artists

were invited. In The Factory he created his works and in 1962 he started with a series

production of serigraphy paintings.

The serigraphy,or screen printing, is a special technique of making art works. It is a

method of creating an image on paper, fabric or some other object by pressing ink

through a screen with areas blocked off by a stencil.

In 1970s he designed two albums of Rolling Stones. His friend Mick Jagger, singer

of Rolling Stones, had asked him to paint several portraits of him. Andy also

designed an album for John Lennon, who was his friend as well.

Adapted from:

[1]ČERNÁ, Marie. Dějiny výtvarného umění. 5., rozš. a upr. vyd. Praha: Idea servis, 2008, 232 s.

ISBN 978-80-85970-63-0.

[2]1000 geniálních obrazů. 1. vyd. Praha: Mladá fronta, 2007, 543 s. ISBN 978-80-204-1647-6.

[3]KRAUSSE, Anna-Carola. Dějiny malířství: od renesance po současnost. Vyd. 2. Přeložil Jaroslava

Krajná. Praha: Slovart, c2008, 128 s. ISBN 978-80-7391-056-3.

The tasks are:

Task 1: What is Andy Warhol famous for?

Task 2: What is serigraphy? Write down and then explain it to your partner.

I have prepared a lesson plan for this CLIL lesson:

CLIL LESSON – POP ART (ANDY WARHOL)

LANGUAGE GOALS: Revise present and past tense. Practice reading. Practice

speaking using and constructing correct sentences.

58

CONTENT GOALS: Students learn information about art movement Pop art.

1. Introduction to the CLIL,

2. WARM-UP – pop art pictures on the board; Student´s task is to write as

many words as they can – what is in the pictures (or what comes to their mind

when seeing it)

students say their words, I write it on the board (or students write it on the

board)

3. Pre-teach the vocabulary: students get the glossary, go through the glossary

4. The students are divided into 2 groups – JIGSAW reading: one group gets

text about Pop art in general, second group gets a text about Andy Warhol ->

each student goes through his/her text and answers two questions

5. When READY, the students work in pairs (one student with text Pop art and

one student with text Andy Warhol) – speak together about their texts and

answers

chosen pair – tell about the text

6. Make your own pop-art task -> choose some ordinary thing and draw it as in

pop art

7. Revision – whole-class revision of what we learned, assesment; assessing the

pictures

8. End of the lesson

Other notes: The students will need crayons and a piece of paper for a drawing

activity in this CLIL lesson. For the lesson it will be necessary to have a

computer and projector in the classroom (or an interactive whiteboard). I have

decided to try this lesson in 8th

grade according to the difficulty of the texts. In

this lesson there is a bigger amount of pair work same as speaking. All of those

lesson plans will be tried in a classical lesson of 45 minutes.

59

Even though this Art movement is not included in the curriculum for basic

education and it is not common to teach it in regular lessons at elementary school I

wanted to include this topic because from my experience it is very interesting topic

for students. This topic is usually taught at some secondary schools but it does not

mean that it does not deserve to be implemented in lessons at elementary schools.

I had a problem during creating the texts because I wanted to create short texts

suitable for the level of English in 8th

grade. It was harder for me because I wanted to

try jigsaw reading so I knew that the text should have been shorter (than texts

Talented Leonardo and Jan Kaplický), same level and also interesting. I had also a

problem with explaining serigraphy because it is quite hard to understand even in

Czech. But eventually I managed to explain it carefully in the lesson.

6.3.1 CLIL lesson – Pop art (Andy Warhol) – 8. A /5. 3. 2015 ZŠ Sever/

I taught this lesson at ZŠ Sever in 8th

grade actually a day before teaching it at

ZŠ Habrmanova. I was curious how it will work especially because I had prepared

the jigsaw reading for this lesson. Moreover I was also concerned about the amount

of activities – not enough or too many.

It was the last lesson of the day on Thursday so I had expected the students to

be tired and not in a mood for learning. But on the other hand they had been

supposed to write a test before so they appreciated this lesson after all. There were 16

pupils in the group. The seating was special because the desks were placed in the

shape of a letter U.

I supposed to start with the warm-up – showing pictures and students writing

words – what could they see in the pictures. Unfortunately, there was some problem

with the computer so I was forced to alter the plan. That is why I started with

glossary. We went through the glossary together – again each student reading one

word and its explanation. This went really well without much problems in

pronunciation.

60

Meanwhile the computer started to work again so we looked at the pictures

and the students were just telling me what they could see in the pictures. Then the

pupils received the texts, were told what to do and worked individually. I offered

them my help again if necessary.

This group was probably the worst. There were some pupils (boys) who did

not work on the tasks and were naughty. But on the other hand there were a few of

them working very well. But my impressions were that they do not enjoy it at all. I

was really surprised when I looked at filled questionnaires because all of them wrote

that they liked the lesson. After the individual work we checked the correct answers

and then they started to draw their pop-art-work. Unfortunately, there was too little

time but nevertheless they drew some nice pictures. (See Appendix 8)

6.3.2 CLIL lesson – Pop art (Andy Warhol) – 8. A /6. 3. 2015 ZŠ Habrmanova/

I taught this lesson at ZŠ Habrmanova in 8th

grade. The lesson was really nice

even though it was the last lesson on Friday. There were twenty pupils in the class

and it took place in a typical class (three rows with desks for two). There were a lot

of students but still the students were active and well-behaved. It is always better to

have less pupils in language lessons. The students were a little bit shy in the

beginning but then they tried to be active (at least some of them).

We started the lesson with a quick warm-up. I showed the students a PWP

presentation with Pop art paintings. I did not tell them that it is Pop art. I asked them

to write down as many words as they could see in the pictures. After that the pupils

read their words. Most of them had words like – colourful, full of colours, Marilyn

Monroe, Elvis Presley, blue, orange, red, yellow, blue. Those words are

characteristic for the movement which I presented after this warm-up – Pop art.

After the warm-up the pupils received the glossary and we went through it

together, each student reading one word and its explanation. There were fewer

problems then during going through the glossary with 7th

grade. Probably because

the words were not as complicated to pronounce as in the glossary for CLIL Talented

Leonardo.

61

After going through the glossary the pupils recieved the texts. I did not have

to divide the class into group A and group B. I just gave one pupil from the desk the

text Pop art and his partner the text Andy Warhol. I explained them what to do in

English, then I asked one pupil to say it in Czech to be sure they understood. When I

made sure about it the students started to work. In this case they were not allowed to

work in pairs because they had different texts within the pair. I offered them my help

if necessary and I was walking around the class during this activity. A lot of them

actually used my offered help during the lesson.

Even though I intented that the pupils will speak to their partners after doing

the tasks, again because we did not have enough time I altered the plan. So I asked

the pupils directly to tell me and the class their answers. We also spoke about the

specific technique called serigraphy because it was quite difficult to understand in

the text. So I explained it to the whole class and they seemed to find it really

interesting.

A drawing activity followed even though there was not much time for it.

During the drawing I also asked them to fill in the questionnaire. Because of that we

skipped the whole-class revision which would be favourable to do. This lesson plan

would be more suitable to do in two lessons. In the first lesson to work with the texts,

speaking in pairs. In the second lesson do the drawing task and at the end of the

second lesson do the revision and also look at the drawings they did. And of course

we would have more time for assesing the lesson.

In this lesson the students have only a little time for drawing but they really

enjoyed it. They gave me their pictures and it all looked incredible even though they

are more sketches than finished pictures. (See Appendix 9)

6.3.3 The feedback

Considering the lesson plan CLIL – Pop art and Andy Warhol the 8th

grade at

ZŠ Habrmanova worked much more than the 8th

grade at ZŠ Sever. Actually this

CLIL lesson – Pop art and Andy Warhol at 8th

grade at ZŠ Sever was the least

successful and I was not satisfied with it. The pupils were not willing to cooperate

62

and it was very hard to make them speak. The overall atmosphere was also not very

pleasant.

Another problem was with the computer which made the situation worse. But

to be honest it was not successful also because of my teaching. It was the second

CLIL lesson I tried and I was not very confident about it. So it could have affected

the lesson as well.

To conlude the success of this CLIL lesson plan I do not think that the

students learned the content as I expected. It is sometimes hard to be careful about

teaching content and language at the same time. In future I would be more careful

about it and do the revision. But I think that the language was taught very well. The

students revised past and present tense. They practised reading and speaking. But to

be honest, the speaking activity might be longer and better handled. Not all of the

students were actually really speaking (mostly at ZŠ Habrmanova).

6.4 Lesson plan – Talented Leonardo

The third topic for CLIL lesson is Leonardo da Vinci. This incredibly talented

artist which lived during Renaissance is mostly famous for his painting Mona Lisa.

Everybody knows the name of Leonardo and everybody knows Mona Lisa. So I have

chosen this topic. Mostly from the reason that even though his name is famous the

pupils probably know only his painting of Mona Lisa. And Leonardo is much more

than just a painter of Mona Lisa.

I have created a pupil´s worksheet, a teacher´s worksheet and a glossary. (See

Appendix 10) The students will receive the text with tasks to

answer and the glossary. Here are the text and questions for the

students:

Talented Leonardo

Leonardo da Vinci is mostly famous for his paintings, mainly for

63

his Gioconda, also called Mona Lisa. But Leonardo wasn´t just a painter. He was

really talented in many different branches – architecture, natural sciences,

engineering. Leonardo da Vinci lived from 1452 to 1519 in Italy, mostly Florence.

There isn´t much evidence about his childhood. Since he was seventeen he was

working as an assistant in Florence in an art studio of Verocchio, a famous artist as

well. In his earlier years he painted a lot of works on biblical themes, mostly pictures

of Virgin Mary.

Since 1482 he worked in Milan as a main portraitist of Ludovik Sforza. He painted a

lot of portraits as well as pictures on religious and biblical themes. He soon became

known for his specific technique „sfumato“, meaning smoky, which is the specific

painting of light and shadow in the painting.

Leonardo was always

interested in nature,

human body or

engineering. As architect

and engineer he came up

with a series of sketches

of interesting inventions,

for example the project of

flying machine. He also

made numerous studies of

human body – skeleton and muscles, animal skeleton and others.

Leonardo´s famous painting is La Gioconda, known as Mona Lisa. This work,

probably from the year 1503, is full of mysteries. Firstly, we still don´t know who is

this woman in the picture. Or is it really a woman? Many speculators say that the

Mona Lisa was a man. Another thing, so interesting about this picture, is the

mysterious smile of Mona Lisa. Is she smiling or not? Is she happy or not? Is she

trying to say something to us? Unfortunately, without any evidence, we can just

guess.

64

Adapted from: KRAUSSE, Anna-Carola. Dějiny malířství: od renesance po současnost. Vyd. 2.

Přeložil Jaroslava Krajná. Praha: Slovart, c2008, 128 s. ISBN 978-80-7391-056-3.

Figures from: http://en.wikipedia.org/wiki/Leonardo_da_Vinci

The tasks are:

Task 1: What was Leonardo talented in? Name different branches and

examples.

Task 2: What technique is he famous for? What does it mean?

Task 3: What is La Gioconda? What can you see in the picture?

Task 4: Think about your opinion about Mona Lisa? Is it a woman or man? Is

she smiling or not? Make a story about the person. Write it down, then tell

your partner.

I have prepared a lesson plan for this CLIL lesson:

CLIL LESSON – TALENTED LEONARDO

LANGUAGE GOALS: Revise present and past tense. Practice reading. Practice

speaking using and constructing correct sentences. Practice short writing.

CONTENT GOALS: Students learn information about a painter Leonardo da Vinci

1. Introduction to the CLIL,

2. WARM-UP – Do you know some famous paintings or painters? (write down

– then talk about it together) -> someone wrote Mona Lisa? -> Leonardo da

Vinci

3. Pre-teach the vocabulary: students get the glossary, go through the glossary

4. The students receive a text about Leonardo da Vinci with tasks – at first go

through the task together, students have some time to go through the text

individually and do the tasks individually (not the last task – only for early

finishers)

5. When READY, the students work in pairs – they are checking the answers

together

then together

65

6. Then go to the last task – write and then speak about it – talking together

7. Revision – whole-class revision of what we learned, assesment;

8. End of the lesson

Other notes: The students will not need anything but a pencil. There is not a

drawing activity in this CLIL lesson. For the lesson it will be necessary to have a

computer and projector in the classroom (or an interactive whiteboard). I have

decided to try this lesson in 7th

grade because in my opinion the text is the least

difficult from all three texts.

Even though it is not usual to learn about different Art movements at a majority

of elementary schools I still think that this topic is suitable and interesting. It is

definitely suitable for developing key competences of the students which is desirable.

I did not have any problems during creating the text. I wanted to give a brief

information about Leonardo´s life and mostly I wanted to add other disciplines he

was interested in and also to give a view on the mystery of Mona Lisa. I went

through the pupil´s book Way to win for 7th

grades to see which grammatical

phenomena they were supposed to know to get the appropriate level.

6.4.1 CLIL lesson - Talented Leonardo – 7. A /3. 3. 2015 ZŠ Sever/

I taught this lesson at ZŠ Sever in 7th

grade. This lesson was actually my first

from all CLIL lessons so I was really curious how it will work, how about the timing

- is there enough activities or too much, how will the students cope with English –

English glossary. There were only 13 pupils in this group which was again very

suitable for language lesson.

I started the lesson with the warm-up. I asked them to think about which

famous painter or artist or a famous painting they knew. As I expected they all said

66

Leonardo da Vinci and his Mona Lisa. They also mentioned Picasso and Botticeli.

Then I introduced the topic of our lesson.

The pupils received the glossary and we went through the glossary together in

a same way again – each student reading one word and its explanation. I repeated

some words aloud to enable students to hear the right pronunciation. In the glossary

there were some words with complicated pronunciation which might have meant

problems for the students.

After going through the glossary the students were given the texts with the

tasks. While they were working on the tasks I was walking around the class offering

my help if necessary. Some of them had quite a big trouble with the text. There was a

big difference between the pupils in the group. Some of them were really good in

English and answered the tasks quite easily. Some of them were completely lost. I

tried to help the weaker ones and with my help they eventually answered the

questions as well.

I told the pupils not to do the last task (only for early finishers) so at first we

checked the given tasks (excluded the last one). After that I showed the pupils a big

picture of Mona Lisa on the interactive whiteboard and because we did not have

much time we just discussed it together. Well, this activity was not very successful

because they did not come with many opinions. I am not sure if it was because they

were shy or they just are not used to expressing their opinions. Anyway they worked

very well even though they were not as active as they could be and not as original as

they could. They were also well-behaved. There was one pupil who really stood out.

It was obvious that he is good at English and that he is regularly active during the

English lessons.

6.4.2 CLIL lesson - Talented Leonardo – 7. A /6. 3. 2015 ZŠ Habrmanova/

I taught this lesson at ZŠ Habrmanova in 7th

grade. The lesson was very

pleasant and the pupils worked very well. There were 18 pupils in this lesson and

their teacher Mgr. Gabriela Kaisrlíková had told me before the beginning that this

class is the laziest one from all her classes. But for me they were quite cooperative

67

and trying pretty well. Of course they were not so active to speak voluntarily but

maybe they were just afraid of answering the task and be wrong in front of their class

and classmates.

After introducing myself and telling the reason why I was there we did a

quick warm-up for the lesson. I asked them to think of any famous painter or artist or

painting they knew. In my lesson plan I intented to tell them to write it down but then

I changed it and I just asked them to think and tell it straight away. As I had expected

they told me the name of Leonardo da Vinci and also his famous Mona Lisa. This

suited my purposes because I could follow with the introduction of our topic –

Talented Leonardo.

Then the pupils received the glossary and we went through the words

together, each student reading one word and its explanation. There were some

problems with pronunciation which was expected because there were a lot of words

which were new or complicated for them. I tried to pronounce the word again if

necessary but on the other hand I did not want to interrupt each student during

reading the one sentence repeatedly.

After going through the glossary the pupils received the texts and were told to

go through the text and answer the given questions. In a classical lesson the reading

is often done as reading and translating. This was not the case. This activity was

reading for answering the questions. The pupils did not have to understand

everything but they should have been able to answer the questions, to find the

specific information in the text. I told them they could work in pairs which was

easier for them and I also told them to underline the texts or highlight it if they

wanted. Then we checked the answers together with also saying where to find the

correct answers in the text.

Because I knew that we were running out of time we did the last speaking

task together even though I had intented students to speak together in pairs at first. I

showed them a big picture of Mona Lisa and the students told their opinions. Well, to

be honest, not many students came up with an opinion. I wanted them to come up

with an interesting story. It would have been probably better (in case of having

68

enough time) to make them write the story (at least 5 sentences) and to give them

enough time for that.

In a last few minutes (and seconds) I asked them about what they learned. It

was overall fairly succesful even though I had hoped for more speaking and writing

as well. While the students were working on the answers I was walking around and

looking how they were doing and whether somebody needed my help. At the end of

the lesson I asked the students to fill in the short questionnaire. I will summarize the

results in next chapter.

6.4.3 The feedback

Teaching CLIL – Talented Leonardo in 7th

grade was quite similar at ZŠ

Sever and at ZŠ Habrmanova. The students responded to the topic very positively

and it was obvious that they are interested in the topic. They accepted my offered

help in both groups and both groups were able to talk about the famous painting

Mona Lisa. In each group there were some weaker ones but with my help (or help of

the neighbour) they managed to finish the tasks.

Considering language learning it would be better to have more time for the

writing activity. During the speaking they had some problems with putting their

opinions together in sentences (lack of vocabulary) but they tried to use the words

they knew. On the other hand the students revised present and past tense which was

the goal of the lesson as well.

In my opinion, the content was learned as well. It was obvious that students

wanted to learn the interesting facts about Leonardo and his work so they worked

very well and I am sure that they really learned something new. But I can imagine

teaching this lesson plan in two lessons – there would be more time for writing

activity, speaking activity, and also time for some drawing activity. Last but not least

more time for assessing the lesson.

69

6.5 The assessment of the pupils´ questionnaires

The results of pupils´questionnaires are very positive. (See Appendix 11)

Question 1 - Did you like the combination of English with other subjects (Art)? From

all 92 pupils and their questionnaires only two of them answered that they did not

like the CLIL lesson. The two not liking the lessons were pupils at ZŠ Habrmanova.

That means that all 90 students liked the lessons, including all pupils from ZŠ Sever.

Graph 1: CLIL – like od dislike

Question 2 - Would you like to have English in a combination with other

subjects? Only 10 students gave the negative answer and only 10 pupils answered

maybe (not all the time). All 72 pupils liked the lesson so much that they would like

to have CLIL lessons regularly.

Graph 2: Students would like to have CLIL lessons

Question 3 - Which subject would you like to have connected to English? The

results were quite surprising for me. Some of the pupils wrote more than one

98%

2%

liked

disliked

Yes

No

Maybe

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subjects. Altogether they would like to have English with Art (with 23 votes). This is

maybe because they actually experienced it so they could easily imagine this subject

together with English.

The second frequently written subject was PE. This choice was quite

interesting because I can hardly imagine CLIL working during PE lessons. It is likely

that they wrote it because it is just their favourite subject. But I have also found out

that CLIL is used during teaching PE as well. Then 14 pupils wrote Music, 8 pupils

wrote History and 6 pupils wrote Math and Science. There were also Geography,

Physics, IT, Crafts and Civics (everything with one vote). Question 4 - Do you have

any additional comments? Most of the people left this quiestion blank. Some of them

wrote that they liked the lesson again or that they liked how I spoke in English.

Graph 3: English in a combination with

Art PE Music History

Math Science Geography Physics

IT Crafts Civics

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7 Using CLIL at elementary schools – Hradec Králové, Pardubice,

Liberec

For my research of using CLIL at elementary schools in the Czech Republic I

have chosen to focus on three regions – Hradec Králové, Pardubice and Liberec.

Because I have anticipated that CLIL will be more likely used in bigger cities I chose

to focus on cities with more than a hundred citizens – Hradec Králové, Pardubice and

Liberec.

7.1 Research at elementary schools

I have contacted all elementary schools (excluding special schools) in Hradec

Králové, Pardubice and Liberec. I have contacted nineteen schools in Hradec

Králové, twenty schools in Pardubice and twenty-six schools in Liberec.

Unfortunately, I did not receive as many answers as I hoped for. I have discovered,

from received answers, that in total ten schools are using or used CLIL at their

schools.

CLIL in Pardubice

I have received only one positive answer of using CLIL from twenty schools I

had contacted. This was from a teacher at ZŠ Pardubice – Studánka with a filled

questionnaire (See Appendix 12). The CLIL method is actively used at this school.

They are using it since the 1st grade in different subjects. According to the teacher´s

questionnaire the CLIL method is very efficient and also interesting for learners and

she thinks it should be used more frequently. She has been using CLIL method at the

school for nine years now. She has attended overall three CLIL training courses (last

one in January 2015). She emphasizes that it is necessary to make sure it is really

CLIL lesson and not only a bilingual lesson. She uses CLIL in teaching in almost all

subjects including Czech, Math, Music and others.

72

CLIL in Liberec

Another school where the method CLIL is used is ZŠ Ještědská in Liberec.

According to the filled questionnaire received from a teacher at ZŠ Ještědská –

Liberec they are currently using this method and also tried this method within a

regional project. This method is according to the questionnaire very efficient and

interesting for the students and it should be used more frequently at schools. They

firstly came across this method within the short teaching units of native speakers

during teaching in 1st and 2nd grades. They are using CLIL in Science, Math and

PE. The part of the regional project were methodical seminars. The projects are

repeated since 2010. The school is planning more methodical seminars for the

teachers in the school year 2014/2015.

ZŠ Broumovská is another elementary school in Liberec using CLIL in

lessons. I have received questionnaires from two teachers teaching at this school. The

CLIL is used at ZŠ Broumovská in Geography, Science, Chemistry, Civics and

Eduaction for Health (Výchova ke zdraví). Also in this school they used the method

thanks to the regional project and went on using it. According to the first

questionnaire the teacher believes that this method is efficient and interesting for the

learners and deserves to be used more frequently. The teacher uses this method

regularly during her English lessons with overlapping to all subjects excluding

Physics and Chemistry. On the other hand, the second teacher wrote that, in his

opinion, the method is interesting but there is not a reason to use it more. It is

necessary to add that this teacher tried the CLIL lesson but he is not using this

method anymore.

The CLIL method was also used at ZŠ Aloisina výšina and at ZŠ Švermova

in Liberec. In both these schools the CLIL method was used withing the regional

project and they are not using it at the moment. Both of the teachers from these

schools agree on the opinion that the method is very efficient and interesting for

learners, deserving to be used more frequently.

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CLIL in Hradec Králové

In Hradec Králové there are five schools using the CLIL method during their

teaching. It is being used at ZŠ SNP, ZŠ Jiráskovo náměstí, ZŠ Josefa Gočára, at

Gymnázium Boženy Němcové (8th

and 9th

grade) and at Obchodní akademie which is

a secondary school.

The CLIL is actively used at ZŠ SNP. It is currently used with Art and it is

taught by the native speaker. They used the CLIL method in teaching Physics. They

applied CLIL features in Technology Education and in Drama. They did several

drama performances using core vocabulary to build language skills. The school

believes in using new methods and technologies in learning English and other

subjects. The deputy headmaster at ZŠ SNP also believes that the CLIL is very

efficient and interesting for learners and that it deserves to be used in more schools

and regularly.

ZŠ Jiráskovo náměstí is interested in using CLIL as well. History,

Geography, Physics, Chemistry and German are subjects in which CLIL is used. This

method is also used there for teaching 1st grades in some subjects. According to the

school headmaster History and Geography (with English) are used at upper

elementary stage (6th

to 9th

), same as Physics, Chemistry and German. CLIL in

Physics and Chemistry is taught once a month. The rest is taught once or twice a

week. Even though they use this method quite regularly, the headmaster admits that

in her opinion the CLIL teaching is not very systematic and efficient.

ZŠ Josefa Gočára is another school in Hradec Králové using this method.

According to the annual report from the school year 2009/2010 the school was using

CLIL method already in 2009. CLIL was taught in 4th

grades in Art lessons and

Crafts. In 5th

grades it was used with the connection of Aesthetics. In 6th

grade it was

used in Civics which is still ongoing. Since the school year 2013/2014 Math has been

taught in English in 1st and 2

nd grades.

CLIL is also used at Gymnázium Boženy Němcové. Nevertheless, this

method is used there with a combination of French language and not English. The

74

pupils are learning Civics with a combination of French language. The teacher of

CLIL considers this method very efficient and interesting for learners as well.

Even though the school Obchodní akademie Hradec Králové is not an

elementary school it deserves to be mentioned. At this school the CLIL method is

being used with a combination of English – Science. It is taught within the Science

lesson. The pupils have got two Science lessons per week, one taught in Czech and

one in English with a cooperation with an English teacher.

7.2 Results of the CLIL research – the usage of CLIL

From the results of the research we found out that out of ten schools using

CLIL, four schools are in Liberec, five in Hradec Králové and only one in Pardubice.

The results are apparent from Graph 4. Because I had received only one answer from

numerous schools in Pardubice we can assume that this method is not implemented

there as much as it is in Liberec or Hradec Králové. Altogether CLIL is currently

being used in eight schools and not used in two schools as illustrated in Graph 5.

Graph 4: CLIL in regions

Graph 5: Using/not using CLIL at the moment

Pardubice

Liberec

Hradec

Králové

Currently in

use

Currently not

used

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Another interesting thing is that all schools in Liberec (mentioned above)

took part in a regional project CLIL. Two of them went on with this method and are

using it. This means that two of the schools were not interested in using CLIL

regularly at their schools. This is a half of the schools decided to implement CLIL in

their teaching after participating in the project.

From overall ten received questionnaires and other notes from the teachers it

is assumed that eight of them consider CLIL to be a very efficient method and that it

deserves to be used more regularly. This situation is illustrated in Graph 6. I have not

received any questionnaire from teachers at ZŠ Josefa Gočára and teachers at ZŠ

Jiráskovo náměstí. But the headmaster of ZŠ Jiráskovo náměstí wrote me her

assessment on the CLIL method in an email so I included her vote into Graph 6 as

well. From the questionnaires, two of the teachers answered that they do not think

CLIL method is an efficient method and in their opinions it should not be used more

frequently. It is necessary to add that these two teachers are not using this method

anymore. From that we can assume that all teachers which are using this method

during their teaching really believe that this method is efficient and attractive and it

is really beneficial for learners.

Graph 6: Teachers´ assessment of CLIL method

Very efficient and

interesting

Not efficient

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Conclusion

The aim of the Diploma thesis was to analyse the method CLIL – Content and

Language Integrated Learning which was fullfilled. The thesis includes the

explanation of the term with the development of this method. It describes the

difference between the term CLIL, the term CBLT and immersion as well as

advantages and diasadvantages when using CLIL method, principles and

methodology of CLIL which are crucial for successful CLIL teaching.

Moreover, a successful CLIL teacher should learn all learning strategies to be

able to use them while an efficient teaching. In addition to the strategies it is

necessary for a teacher to bear the Bloom´s taxonomy in mind to plan suitable tasks

arranged from easy tasks to more demanding tasks which I have applied while

planning my CLIL lessons, starting with tasks - finding the answers in the text (e.g.

an information about someone´s life) to analyzing and evaluating tasks (e.g. tell me

your opinion, make a story).

The second part of the thesis was focused on CLIL in Art lessons and the

usage of CLIL in Hradec Králové, Pardubice and Liberec. The aim of the practical

part of the thesis was to create CLIL lesson plans, realize them and give feedback. I

have created three lesson plans: CLIL lesson – Jan Kaplický (9th

grade), CLIL lesson

– Talented Leonardo (7th

grade) and CLIL lesson – Pop art and Andy Warhol (8th

grade). These lesson plans were taught in two different schools – ZŠ Habrmanova

and ZŠ Sever.

Although the lessons were successful there were some little problems mainly

with the amount of the activities. I had to alter the lesson plans a little bit according

to not having enough time. The lessons are described in detail in the thesis as well as

the results from the pupils ´ questionnaires. I had predicted that the students would

like this form of learning. This prediction was correct. (See chapter 6.5) All ninety

pupils liked the lesson and only two pupils did not like it. (See Graph 1) From all 92

pupils, 72 wrote that they would like to have CLIL regularly. (See Graph 2) Ten of

them would not like to have CLIL regularly and ten pupils marked maybe. Third

question was concerning which subject would they like to have with English.

77

Altogether 23 pupils wrote Art and 22 pupils wrote PE. Then there was Music,

Crafts, History, Geographym Math, Science, Physics, IT, Crafts and Civics. (See

Graph 3)

The second part of the practical part was supposed to find out the usage of

CLIL in three cities – Pardubice, Hradec Králové and Liberec. The hypothesis was

that the CLIL method is used only exceptionally, at a small amount of elementary

schools, and that it plays only the enlivening role. This hypothesis was partly true but

partly incorrect. From the results of the research it is clear that the CLIL method is

used only exceptionally. It is confirmed that CLIL, from all 65 school, was used or is

being used only at ten schools - four in Liberec (currently in use at two schools), five

in Hradec Králové and one in Pardubice. With the only one answer from Pardubice it

may be assumed that this method is not implemented there as much as it is in Liberec

or Hradec Králové.

However, some school have been using this method already a few years now

from which it might be assumed that it is not only for enlivening the

teaching/learning but the schools truly believe in efficiency of using the method. Last

but not least, I presupposed that only a several teachers are well educated in teaching

CLIL and have sufficient experience. According to the questionnaires only a few

teachers participated in CLIL seminars and only a few teachers are educated in CLIL

teaching and have sufficient experience for using CLIL, e.g. teaching CLIL for

several years (trying the principles and improving themselves in it).

Furthermore, the result from the teachers´ questionnares and other notes is

that eight of them answered that CLIL is in their opinions a very efficient method

and that it deserves to be used more regularly. (See Graph 6) Two of them answered

that they do not think CLIL method is an efficient method and it should not be used

regularly. But these two teachers, not in a favour of CLIL method, are currently not

using this method. That is the reason we can assume that all teachers which are using

this method during their teaching really believe in efficiency and significance of this

method.

78

To conclude the CLIL method is undoubtedly an innovative and efficient

method for learning not only language but also content. But with benefits there are

also problems. The CLIL teacher needs to be fully prepared for teaching in CLIL –

be educated in CLIL methodology and principles and other significant facts for

teaching a successful CLIL lesson.

79

Sources

1) BALADOVÁ, Gabriela. Výuka metodou CLIL. Výuka metodou

CLIL [online]. 2009 [cit. 2015-03-25]. Dostupné z:

http://clanky.rvp.cz/clanek/o/z/2965/VYUKA-METODOU-CLIL.html/

2) BETÁKOVÁ, Lucie a DVOŘÁKOVÁ, Kateřina. Angličtina 7: way to win:

pro základní školy a víceletá gymnázia. 1. vyd. Plzeň: Fraus, 2006. 3 sv.

ISBN 80-7238-389-2.

3) BETÁKOVÁ, Lucie a DVOŘÁKOVÁ, Kateřina. Angličtina 8: way to win:

pro základní školy a víceletá gymnázia. 1. vyd. Plzeň: Fraus, 2007. 3

sv. ISBN 978-80-7238-399-3.

4) BETÁKOVÁ, Lucie a DVOŘÁKOVÁ, Kateřina. Angličtina 9: way to win:

pro základní školy a víceletá gymnázia. 1. vyd. Plzeň: Fraus, 2008. 3

sv. ISBN 978-80-7238-673-4.

5) CLIL - Teaching English. Teaching English: BBC British Counsil [online].

2014, 2015 [cit. 2015-03-21]. Dostupné z:

http://www.teachingenglish.org.uk/clil

6) CLIL. NIDV - Národní institut pro další vzdělávání [online]. 2006 [cit. 2015-

03-25]. Dostupné z:http://nidv.cz/cs/projekty/projekty-esf/clil.ep/

7) COYLE, Do, HOOD, Philip a MARSH, David. CLIL: content and language

integrated learning. Cambridge, UK: Cambridge University Press, 2010, 173

s. ISBN 978-0-521-13021-9.

8) ČERNÁ, Marie. Dějiny výtvarného umění. 5., rozš. a upr. vyd. Praha: Idea

servis, 2008, 232 s. ISBN 978-80-85970-63-0.

9) DALE, Liz a TANNER, Rosie. CLIL Activities: A resource for subject and

language teachers. New York: Cambridge University Press, 2012, 284 s.

ISBN 978-0-521-14984-6.

10) DELLER, Sheelagh a PRICE, Christine. Teaching other subjects through

English. Oxford: Oxford University Press, 2007, 151 s. ISBN 978-0-19-

442578-0.

80

11) KRAUSSE, Anna-Carola. Dějiny malířství: od renesance po současnost.

Vyd. 2. Přeložil Jaroslava Krajná. Praha: Slovart, c2008, 128 s. ISBN 978-80-

7391-056-3.

12) LLINARES, Ana, MORTON, Tom a WHITTAKER, Rachel. The Roles of

Language in CLIL. Cambridge: Cambridge University Press, 2012, 344 s.

ISBN 978-0-521-15007-1.

13) MEHISTO, Peeter, MARSH, David a FRIGOLS, María Jesús. Uncovering

CLIL: content and language integrated learning in bilingual and multilingual

education. Oxford: Macmillan, 2008, 238 s. ISBN 978-0-230-02719-0.

14) MINISTERSTVO ŠKOLSTVÍ, mládeže a tělovýchovy. MŠMT ČR:

Ministerstvo školství, mládeže a tělovýchovy [online]. 2013 [cit. 2015-03-27].

Dostupné z: http://www.msmt.cz/index.php?lang=1

15) ŠMÍDOVÁ, Tereza. Projekty CLIL v ČR. Metodický portál RVP: inspirace a

zkušenosti učitelů [online]. 2013, 2015-05-21 [cit. 2015-03-21]. Dostupné z:

http://clanky.rvp.cz/clanek/c/z/17445/PROJEKTY-CLIL-V-CR.html/

16) ŠMÍDOVÁ, Tereza, TEJKALOVÁ, Lenka a VOJTKOVÁ, Naděžda. CLIL ve

výuce: jak zapojit cizí jazyky do vyučování. Praha: Národní ústav pro

vzdělávání, školské poradenské zařízení a zařízení pro další vzdělávání

pedagogických pracovníků, 2012, 64 s. ISBN 978-80-87652-57-2.

17) VIKTORINOVÁ, Petra. The Contemporary Architecture in London. Hradec

Králové, 2013, 46 s. Bakalářská práce. Univerzita Hradec Králové.

18) 1000 geniálních obrazů. 1. vyd. Praha: Mladá fronta, 2007, 543 s. ISBN 978-

80-204-1647-6.

81

Appendices

Appendix 1 – Difference between CLIL, CBLT and immersion

Appendix 2 – CLIL triad

Appendix 3 – Principles for lesson planning

Appendix 4 – Bloom´s taxonomy

Appendix 5 – Common principles of scaffolding

Appendix 6 - Lesson plan – Jan Kaplický – teacher´s worksheet, pupil´s worksheet,

glossary

Appendix 7 - Lesson plan – Pop art and Andy Warhol – teacher´s worksheet, pupil´s

worksheet, glossary

Appendix 8 – Pupils´ pictures – ZŠ Sever

Appendix 9 – Pupils´ pictures – ZŠ Habrmanova

Appendix 10 – Lesson plan – Talented Leonardo – teacher´s worksheet, pupil´s

worksheet, glossary

Appendix 11 – Pupils´ questionnaire and samples

Appendix 12 - Teacher´s questionnaire and two samples

Appendix 1 – Difference between CLIL, CBLT and immersion

DALE, Liz a TANNER, Rosie. CLIL Activities: A resource for subject and language teachers. New

York: Cambridge University Press, 2012, 284 s. ISBN 978-0-521-14984-6.

DALE, Liz a TANNER, Rosie. CLIL Activities: A resource for subject and language teachers. New

York: Cambridge University Press, 2012, 284 s. ISBN 978-0-521-14984-6.

Appendix 2 – CLIL triad

MEHISTO, Peeter, MARSH, David a FRIGOLS, María Jesús. Uncovering CLIL: content and

language integrated learning in bilingual and multilingual education. Oxford: Macmillan, 2008, 238

s. ISBN 978-0-230-02719-0.

Appendix 3 – Principles for lesson planning

MEHISTO, Peeter, MARSH, David a FRIGOLS, María Jesús. Uncovering CLIL: content and

language integrated learning in bilingual and multilingual education. Oxford: Macmillan, 2008, 238

s. ISBN 978-0-230-02719-0.

Appendix 4 – Bloom´s taxonomy

ŠMÍDOVÁ, Tereza, TEJKALOVÁ, Lenka a VOJTKOVÁ, Naděžda. CLIL ve výuce: jak zapojit cizí

jazyky do vyučování. Praha: Národní ústav pro vzdělávání, školské poradenské zařízení a zařízení pro

další vzdělávání pedagogických pracovníků, 2012, 64 s. ISBN 978-80-87652-57-2.

Appendix 5 – Common principles of scaffolding

ŠMÍDOVÁ, Tereza, TEJKALOVÁ, Lenka a VOJTKOVÁ, Naděžda. CLIL ve výuce: jak zapojit cizí

jazyky do vyučování. Praha: Národní ústav pro vzdělávání, školské poradenské zařízení a zařízení pro

další vzdělávání pedagogických pracovníků, 2012, 64 s. ISBN 978-80-87652-57-2.

Appendix 6 - Lesson plan – Jan Kaplický – teacher´s worksheet, pupil´s worksheet,

glossary

Jan Kaplický and his architecture - pupil

Jan Kaplický was one of the most significant Czech architects, but unfortunately he

was successful not in his homeland but on the British Isles – mainly in England and

London. He established architectural practice Future Systems which designed a lot of

unique buildings. We can name Hauer King House, Wild at heart or West India Quay

Bridge.

Jan Kaplický was born in 1937 in Prague and died six years ago, in 2009. He studied

at the College of Applied Arts and Architecture and Design (VSUP) in Prague. In

1968 he escaped from Prague to London with his friend and collegue Jaroslav

Vokoun.

In London he worked with architects like Norman

Foster or Richard Rogers. Later, in 1979, he

established his architectural practice called Future

Systems. Ten years later, Amanda Levete, a great

architect, joined the practice. In 1999 Jan Kaplický

received the most prestigious architectural prize –

The Stirling Prize RIBA.

The architecture of Jan Kaplický and his architectural practice could be seen as High-

tech architecture and some of his buildings are designed in Organic architecture.

High-tech architecture is an architectural style that emerged in the 1970s. This

architecture uses new technologies and materials which were designed for

aeronautics or astronautics. It uses materials like steel and other lightweight metals.

Big glass panels are also typical for this style. The example of this architecture is the

Hauer King House in London. This private house, also known as “The Glass House“,

is mainly made of the glass. The entrance wall of the house is translucent – it is not

made of classic glass but special glass bricks which offer some privacy.

The Organic architecture is inspired by the

nature – organic plants or animal beings. A

typical example of this architectural style is

the project of National Library of Prague,

also called “the Octopus“. The project of the

library in the shape of octopus was not

realized because a lot of people did not like

this and fought against it. This “fight“ was a

huge disappointment for Jan Kaplický. On

the other hand, such big names as Rogers, Foster or Hadid liked this project very

much.

Adapted from: VIKTORINOVÁ, Petra. The Contemporary Architecture in London. Hradec Králové,

2013. Bakalářská práce. Univerzita Hradec Králové.

Figures from:

http://en.wikipedia.org/wiki/Jan_Kaplick%C3%BD#mediaviewer/File:JanKaplicky.jpg; aktualne.cz;

15. 1. 2009

http://www.novinky.cz/kultura/138831-kaplicky-upravil-knihovnu-aby-se-na-letnou-

vesla.html;FUTURE SYSTEMS/Jan Kaplický; 26. 10. 2014

Task 1: Make a timeline of Jan Kaplicky´s life. Important dates and events. You can

start with the birth of Jan Kaplicky.

Task 2: What were the two architectural styles typical for Jan Kaplicky and his

Future Systems?

Task 3: Work in pairs. One partner will find out the typical characteristics of Organic

architecture, the second partner will find out the typical characteristics of High-tech.

Firstly, write it down, then speak about it.

Task 4: Work in pairs. Talk about the National Library “the Octopus“. Do you like it

or not? And why.

Task 5: Draw your own image of the Hauer King House.

Jan Kaplický and his architecture - teacher

Jan Kaplický was one of the most significant Czech architects, but unfortunately he

was successful not in his homeland but on the British Isles – mainly in England and

London. He established architectural practice Future Systems which designed a lot of

unique buildings. We can name Hauer King House, Wild at heart or West India Quay

Bridge.

Jan Kaplický was born in 1937 in Prague and died six years ago, in 2009. He studied

at the College of Applied Arts and Architecture and Design (VSUP) in Prague. In

1968 he escaped from Prague to London with his friend and collegue Jaroslav

Vokoun.

In London he worked with architects like Norman

Foster or Richard Rogers. Later, in 1979, he

established his architectural practice called Future

Systems. Ten years later, Amanda Levete, a great

architect, joined the practice. In 1999 Jan Kaplický

received the most prestigious architectural prize –

The Stirling Prize RIBA.

The architecture of Jan Kaplický and his architectural practice could be seen as High-

tech architecture and some of his buildings are designed in Organic architecture.

High-tech architecture is an architectural style that emerged in the 1970s. This

architecture uses new technologies and materials which were designed for

aeronautics or astronautics. It uses materials like steel and other lightweight metals.

Big glass panels are also typical for this style. The example of this architecture is the

Hauer King House in London. This private house, also known as “The Glass House“,

is mainly made of the glass. The entrance wall of the house is translucent – it is not

made of classic glass but special glass bricks which offer some privacy.

The Organic architecture is inspired by the nature – organic plants or animal beings.

A typical example of this architectural style

is the project of National Library of Prague,

also called “the Octopus“. The project of the

library in the shape of octopus was not

realized because a lot of people did not like

this and fought against it. This “fight“ was a

huge disappointment for Jan Kaplický. On

the other hand, such big names as Rogers,

Foster or Hadid liked this project very much.

Adapted from: VIKTORINOVÁ, Petra. The Contemporary Architecture in London. Hradec Králové,

2013. Bakalářská práce. Univerzita Hradec Králové.

Figures from:

http://en.wikipedia.org/wiki/Jan_Kaplick%C3%BD#mediaviewer/File:JanKaplicky.jpg; aktualne.cz;

15. 1. 2009

http://www.novinky.cz/kultura/138831-kaplicky-upravil-knihovnu-aby-se-na-letnou-

vesla.html;FUTURE SYSTEMS/Jan Kaplický; 26. 10. 2014

Task 1: Make a timeline of Jan Kaplicky´s life. Important dates and events. You can

start with the birth of Jan Kaplicky.

Task 2: What were the two architectural styles typical for Jan Kaplicky and his

Future Systems?

Organic architecture and High-tech architecture.

Task 3: Work in pairs. One partner will find out the typical characteristics of Organic

architecture, the second partner will find out the typical characteristics of High-tech.

Firstly, write it down, then speak about it.

Organic architecture: is inspired by the nature – organic plants or animal

beings. A typical example of this architectural style is the project of National

Library of Prague, also called “the Octopus“.

High-tech architecture: uses new technologies and materials which was designed

for aeronautics or astronautics. It uses materials like steel and other lightweight

metals. Big glass panels are also typical for this style. The example of this

architecture is the Hauer King House in London.

Task 4: Work in pairs. Talk about the National Library “the Octopus“. Do you like it

or not? And why.

In my opinion … (subjective opinion)

Task 5: Draw your own image of the Hauer King House.

(drawing – student´s imagination)

Jan Kaplický and his architecture – Glossary

Significant - very important

To establish - to begin or create (something that is meant to last for a long time)

Practice – as office - a building or room in which people work at desks doing

business or professional activities

To escape – to get away from something that is difficult or unpleasant

To join – to come into the company

Aeronautics and Astronautics - the art or science of flight and the science of the

construction and operation of vehicles for travel in space beyond the earth's

atmosphere (letectví a kosmonautika)

Lightweight - someone or something that does not weigh as much as others

Metals - a substance (such as gold, tin, or copper) that usually has a shiny

appearance, is a good conductor of electricity and heat, can be melted, and is usually

capable of being shaped

Steel - a strong, hard metal made of iron and carbon (ocel)

Translucent - not completely clear or transparent but clear enough to allow light to

pass through

Privacy - the state of being alone : the state of being away from other people

Disappointment - the state or feeling of being disappointed -> to make (someone)

unhappy by not being as good as expected or by not doing something that was hoped

for or expected

Shape - the form or outline of an object

Octopus -

Brick -

Merriam Webster Online Dictionary - http://www.merriam-webster.com/

Pictures from klipart.

Appendix 7 - Lesson plan – Pop art and Andy Warhol – teacher´s worksheet, pupil´s

worksheet, glossary

POP ART (group 1) - pupil

Pop art, as a new art movement, emerged in 1950s in Britain and also in the United

States. The pop art means popular art, it is the art for ordinary people. This art was

inspired by commercials, comics, neon lights, media culture and the real life of the

big city. It was soon very popular mostly among young people.

Typical pop art paintings and works are very colourful and expressive, full of things

from everyday life like Coca Cola bottles, soup cans or boxes of washing powder.

Another interesting thing was that the art works were made in big amounts – like

series production. That means that the work was no longer one original. Let´s

imagine for example the famous Mona Lisa. Mona Lisa is very original and unique

work and there is only one original Mona Lisa. If Mona Lisa had been created during

pop art, there would have been at least twenty Mona Lisas.

From the famous pop artist we can name Andy Warhol, Robert Rauschenberg, Roy

Lichtenstein or Jasper Johns. Each of these artists created different art works. Rober

Rauschenberg uses photographies and found things which he glues on the painting.

Roy Lichtenstein makes large pictures which are the details of comics. Jasper Johns

paints targets, american flags and maps. And what about Andy Warhol?

Adapted from:

[1]ČERNÁ, Marie. Dějiny výtvarného umění. 5., rozš. a upr. vyd. Praha: Idea servis, 2008, 232 s.

ISBN 978-80-85970-63-0.

[2]1000 geniálních obrazů. 1. vyd. Praha: Mladá fronta, 2007, 543 s. ISBN 978-80-204-1647-6.

[3]KRAUSSE, Anna-Carola. Dějiny malířství: od renesance po současnost. Vyd. 2. Přeložil Jaroslava

Krajná. Praha: Slovart, c2008, 128 s. ISBN 978-80-7391-056-3.

Task 1: What does the term „POP ART“ mean and why?

Task 2: How does the typical pop art painting look like? Choose one of the given

artist, write down his typical pop art work and tell it to your partner.

ANDY WARHOL (group 2) - pupil

Andy Warhol was an American artist famous for his pop art works. He was born in

1928 in Pittsburg, Pennsylvania, United States. He studied arts and then he became

an illustrator of magazines and a designer of commercials and advertisements.

In 1960s he became famous mostly for his designs of Campbell´s soup cans. He also

made series of portraits of famous people – like Marilyn Monroe, Audrey Hepburn

or Elvis Presley. He established a studio called The Factory where many other artists

were invited. In The Factory he created his works and in 1962 he started with a series

production of serigraphy paintings.

The serigraphy,or screen printing, is a special technique of making art works. It is a

method of creating an image on paper, fabric or some other object by pressing ink

through a screen with areas blocked off by a stencil.

In 1970s he designed two albums of Rolling Stones. His friend Mick Jagger, singer

of Rolling Stones, had asked him to paint several portraits of him. Andy also

designed an album for John Lennon, who was his friend as well.

Adapted from:

[1]ČERNÁ, Marie. Dějiny výtvarného umění. 5., rozš. a upr. vyd. Praha: Idea servis, 2008, 232 s.

ISBN 978-80-85970-63-0.

[2]1000 geniálních obrazů. 1. vyd. Praha: Mladá fronta, 2007, 543 s. ISBN 978-80-204-1647-6.

[3]KRAUSSE, Anna-Carola. Dějiny malířství: od renesance po současnost. Vyd. 2. Přeložil Jaroslava

Krajná. Praha: Slovart, c2008, 128 s. ISBN 978-80-7391-056-3.

Task 1: What is Andy Warhol famous for?

Task 2: What is serigraphy? Write down and then explain it to your partner.

POP ART (group 1) - teacher

Pop art, as a new art movement, emerged in 1950s in Britain and also in the United

States. The pop art means popular art, it is the art for ordinary people. This art was

inspired by commercials, comics, neon lights, media culture and the real life of the

big city. It was soon very popular mostly among young people.

Typical pop art paintings and works are very colourful and expressive, full of things

from everyday life like Coca Cola bottles, soup cans or boxes of washing powder.

Another interesting thing was that the art works were made in big amounts – like

series production. That means that the work was no longer one original. Let´s

imagine for example the famous Mona Lisa. Mona Lisa is very original and unique

work and there is only one original Mona Lisa. If Mona Lisa had been created during

pop art, there would have been at least twenty Mona Lisas.

From the famous pop artist we can name Andy Warhol, Robert Rauschenberg, Roy

Lichtenstein or Jasper Johns. Each of these artists created different art works. Rober

Rauschenberg uses photographies and found things which he glues on the painting.

Roy Lichtenstein makes large pictures which are the details of comics. Jasper Johns

paints targets, american flags and maps. And what about Andy Warhol?

Adapted from:

[1]ČERNÁ, Marie. Dějiny výtvarného umění. 5., rozš. a upr. vyd. Praha: Idea servis, 2008, 232 s.

ISBN 978-80-85970-63-0.

[2]1000 geniálních obrazů. 1. vyd. Praha: Mladá fronta, 2007, 543 s. ISBN 978-80-204-1647-6.

[3]KRAUSSE, Anna-Carola. Dějiny malířství: od renesance po současnost. Vyd. 2. Přeložil Jaroslava

Krajná. Praha: Slovart, c2008, 128 s. ISBN 978-80-7391-056-3.

Task 1: What does the term „POP ART“ mean and why?

Term POP ART means popular art – this was the art for all people – for

ordinary people.

Task 2: How does the typical pop art painting look like? Choose one of the given

artist, write down his typical pop art work and tell it to your partner.

Typical pop art painting is very colourful, very expressive – often paintings of

soups, Coca Cola, and other things from everyday life.

ANDY WARHOL (group 2) - teacher

Andy Warhol was an American artist famous for his pop art works. He was born in

1928 in Pittsburg, Pennsylvania, United States. He studied arts and then he became

an illustrator of magazines and a designer of commercials and advertisements.

In 1960s he became famous mostly for his designs of Campbell´s soup cans. He also

made series of portraits of famous people – like Marilyn Monroe, Audrey Hepburn

or Elvis Presley. He established a studio called The Factory where many other artists

were invited. In The Factory he created his works and in 1962 he started with a series

production of serigraphy paintings.

The serigraphy,or screen printing, is a special technique of making art works. It is a

method of creating an image on paper, fabric or some other object by pressing ink

through a screen with areas blocked off by a stencil.

In 1970s he designed two albums of Rolling Stones. His friend Mick Jagger, singer

of Rolling Stones, had asked him to paint several portraits of him. Andy also

designed an album for John Lennon, who was his friend as well.

Adapted from:

[1]ČERNÁ, Marie. Dějiny výtvarného umění. 5., rozš. a upr. vyd. Praha: Idea servis, 2008, 232 s.

ISBN 978-80-85970-63-0.

[2]1000 geniálních obrazů. 1. vyd. Praha: Mladá fronta, 2007, 543 s. ISBN 978-80-204-1647-6.

[3]KRAUSSE, Anna-Carola. Dějiny malířství: od renesance po současnost. Vyd. 2. Přeložil Jaroslava

Krajná. Praha: Slovart, c2008, 128 s. ISBN 978-80-7391-056-3.

Task 1: What is Andy Warhol famous for?

He is famous for his pop art works – lots of portraits of famous people (Elvis

Presley, Marilyn Monroe).

Task 2: What is serigraphy? Write down and then explain it to your partner.

It is a special technique when the artist uses a stencil and press ink through it on

the paper.

POP ART AND ANDY WARHOL – Glossary

a movement – a tendency or trend

to emerge - to become known or apparent

to mean – to have (a particular meaning), to express

a commercial, an advertisement – something (such as a short film or a written notice)

that is shown or presented to the public to help sell a product or to make an

announcement

media culture – television, internet, radio

expressive - showing emotions and feelings clearly and openly

a can –

a washing powder -

series production – a thing produced in a big amount

to glue - to make (something) stick to something else by using glue

a target –

to become – to begin to be or come to be something specified

to establish - to begin or create (something that is meant to last for a long time)

screen printing – sítotisk (screen = síto)

a serigraphy - sítotisk

a stencil - a piece of paper, metal, etc., that has a design, letter, etc., cut out of it

(šablona)

to press through – to push something through (into one side and out the other side)

to block off – zahradit, zablokovat

Merriam Webster Online Dictionary - http://www.merriam-webster.com/

Picture from klipart.

Appendix 8 – Pupils´ pictures – ZŠ Sever

Appendix 9 – Pupils´ pictures – ZŠ Habrmanova

Appendix 10 – Lesson plan – Talented Leonardo – teacher´s worksheet, pupil´s

worksheet, glossary

Talented Leonardo - pupil

Leonardo da Vinci is mostly famous for his paintings,

mainly for his Gioconda, also called Mona Lisa. But

Leonardo wasn´t just a painter. He was really talented in

many different branches – architecture, natural sciences,

engineering. Leonardo da Vinci lived from 1452 to 1519

in Italy, mostly Florence.

There isn´t much evidence about his childhood. Since he

was seventeen he was working as an assistant in

Florence in an art studio of Verocchio, a famous artist as

well. In his earlier years he painted a lot of works on

biblical themes, mostly pictures of Virgin Mary.

Since 1482 he worked in Milan as a main portraitist of Ludovik Sforza. He painted a

lot of portraits as well as pictures on religious and biblical themes. He soon became

known for his specific technique „sfumato“, meaning smoky, which is the specific

painting of light and shadow in the painting.

Leonardo was always

interested in nature,

human body or

engineering. As architect

and engineer he came up

with a series of sketches

of interesting inventions,

for example the project of

flying machine. He also

made numerous studies of

human body – skeleton

and muscles, animal

skeleton and others.

Leonardo´s famous painting is La Gioconda, known as Mona Lisa. This work,

probably from the year 1503, is full of mysteries. Firstly, we still don´t know who is

this woman in the picture. Or is it really a woman? Many speculators say that the

Mona Lisa was a man. Another thing, so interesting about this picture, is the

mysterious smile of Mona Lisa. Is she smiling or not? Is she happy or not? Is she

trying to say something to us? Unfortunately, without any evidence, we can just

guess.

Adapted from: KRAUSSE, Anna-Carola. Dějiny malířství: od renesance po současnost. Vyd. 2.

Přeložil Jaroslava Krajná. Praha: Slovart, c2008, 128 s. ISBN 978-80-7391-056-3.

Figures from: http://en.wikipedia.org/wiki/Leonardo_da_Vinci

Task 1: What was Leonardo talented in? Name different branches and examples.

Task 2: What technique is he famous for? What does it mean?

Task 3: What is La Gioconda? What can you see in the picture?

Task 4: Think about your opinion about Mona Lisa? Is it a woman or man? Is she

smiling or not? Make a story about the person. Write it down, then tell your partner.

Talented Leonardo - teacher

Leonardo da Vinci is mostly famous for his paintings,

mainly for his Gioconda, also called Mona Lisa. But

Leonardo wasn´t just a painter. He was really talented in

many different branches – architecture, natural sciences,

engineering. Leonardo da Vinci lived from 1452 to 1519 in

Italy, mostly Florence.

There isn´t much evidence about his childhood. Since he

was seventeen he was working as an assistant in Florence in

an art studio of Verocchio, a famous artist as well. In his

earlier years he painted a lot of works on biblical themes,

mostly pictures of Virgin Mary.

Since 1482 he worked in Milan as a main portraitist of Ludovik Sforza. He painted a

lot of portraits as well as pictures on religious and biblical themes. He soon became

known for his specific technique „sfumato“, meaning smoky, which is the specific

painting of light and shadow in the painting.

Leonardo was always

interested in nature,

human body or

engineering. As architect

and engineer he came up

with a series of sketches

of interesting inventions,

for example the project of

flying machine. He also

made numerous studies of

human body – skeleton

and muscles, animal

skeleton and others.

Leonardo´s famous painting is La Gioconda, known as Mona Lisa. This work,

probably from the year 1503, is full of mysteries. Firstly, we still don´t know who is

this woman in the picture. Or is it really a woman? Many speculators say that the

Mona Lisa was a man. Another thing, so interesting about this picture, is the

mysterious smile of Mona Lisa. Is she smiling or not? Is she happy or not? Is she

trying to say something to us? Unfortunately, without any evidence, we can just

guess.

Adapted from: KRAUSSE, Anna-Carola. Dějiny malířství: od renesance po současnost. Vyd. 2.

Přeložil Jaroslava Krajná. Praha: Slovart, c2008, 128 s. ISBN 978-80-7391-056-3.

Figures from: http://en.wikipedia.org/wiki/Leonardo_da_Vinci

Task 1: What was Leonardo talented in? Name different branches and examples.

He was a painter (Mona Lisa), he was interested in architecture and engineering

(flying machine) and natural sciences (sketches of human body, animal body).

Task 2: What technique is he famous for? What does it mean?

This technique is called „sfumato“, meaning smoky, which is the specific

painting of light and shadow in the painting

Task 3: What is La Gioconda? What can you see in the picture?

La Gioconda is the most famous painting from Leonardo, also called Mona

Lisa. In the picture we can see a smiling woman (?).

Task 4: Think about your opinion about Mona Lisa? Is it a woman or man? Is she

smiling or not? Make a story about the person. Write it down, then tell your partner.

----- PUPILS´ PERSONAL OPINIONS ----

Talented Leonardo – Glossary

a painter - an artist who paints; one who applies paint especially as an occupation

a branch – a discipline or field (obor)

natural sciences - a science (=věda; such as physics, chemistry, or biology) that

studies the physical and natural world or the events that happen in nature

engineering - the work of designing and creating large structures (such as roads and

bridges) or new products or systems by using scientific methods

an evidence - something which shows that something else exists or is true

biblical themes - of, relating to, or being in accord with the Bible

religious themes - believing in a god or a group of gods and following the rules of a

religion

nature - the physical world and everything in it (such as plants, animals, mountains,

oceans, stars, etc.) that is not made by people

human body -

an invention - something invented: as a product of the imagination; especially, e.g.

The light bulb was one of the most important inventions of the 19th century.

a skeleton - the structure of bones that supports the body of a person or animal

muscles –

a mystery - something not understood or beyond understanding

to try - to do or use (something) in order to see if it works or will be successful

to guess - to form an opinion or give an answer about something when you do not

know much or anything about it

Merriam Webster Online Dictionary - http://www.merriam-webster.com/

Pictures from klipart.

Appendix 11 – Pupils´ questionnaire and samples

1. Líbilo se ti propojení angličtiny s jiným předmětem?

2. Chtěl(a) bys, aby hodiny angličtiny byly propojené s jinými předměty?

3. Jaký předmět bys chtěl mít propojený s angličtinou?

4. Další komentáře:

Appendix 12 - Teacher´s questionnaire and two samples

Dobrý den,

jsem studentka posledního ročníku programu Učitelství v oborech Anglický jazyk a

Výtvarná výchova. Píši diplomovou práci na téma CLIL ve výtvarné výchově. Tímto bych

Vás chtěla požádat o vyplnění dotazníku, jehož výsledky budou součástí praktické části mé

diplomové práce. Dotazník je anonymní. Za vyplnění dotazníku předem velice děkuji,

Bc. Petra Viktorinová.

1. Kolik je Vám let?

2. Jsem: a) žena b) muž

3. Jak dlouho působíte ve školství jako učitel/ka? Prosím vyberte:

a) méně než 10 let b) 10 – 20 let c) více jak 20 let

4. Znáte pojem CLIL = Content and Language Integrated Learning?

a) ano, znám tento pojem a vím, co znamená (Pokračujte na otázku č.5)

b) ne, nikdy jsem tento pojem neslyšel/a

c) ano, o pojmu jsem již slyšela, ale více o něm nevím

5. Na naší škole se metoda CLIL (či propojení anglického jazyka s jiným předmětem)

používá či používala:

a) ano (Pokračujte na otázku č. 6) b) ne (Pokračujte na otázku č.7)

6. Na škole se CLIL metoda využívá/využívala:

a) Metoda CLIL se ve výuce anglického jazyka aktivně využívá.

b) Metodu CLIL jsme vyzkoušeli v rámci celostátního projektu.

c) Metodu CLIL jsme vyzkoušeli v rámci zkvalitnění výuky, nicméně ji

v současnosti nevyužíváme.

7. Jaký předmět byl vyučován s anglickým jazykem (jiným jazykem) ? Prosím doplňte:

…………………………………………………………………….

8. Má zkušenost s metodou CLIL je následující:

a) Učení metodou CLIL jsem sám/sama vyzkoušel/a jako učitel/ka.

b) Výuku metodou CLIL jsem zažil/a pouze jako pozorovatel.

c) Výuku metodou CLIL jsem nezažil/a ani jako učitel ani jako pozorovatel.

9. Můj pohled na přínos výuce při použití CLIL metody:

a) CLIL metoda je velmi efektivní a také zajímavá pro žáky, určitě by se měla ve

výuce více objevovat.

b) CLIL metoda je zajímavá, ale nemám pocit, že by měla být více využívána.

c) CLIL metoda mi nepřijde ani zajímavá ani přínosná.

d) Jiné: ………………………………………………………………………………

V případě, že máte další zkušenost s CLIL metodou či s propojením anglického jazyka

s jiným předmětem buď z předchozího zaměstnání (jiná škola) anebo z jiného důvodu,

prosím o sdělení informací.

__________________________________________________________________________

__________________________________________________________________________

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Sample 1 – Questionnaire

Dobrý den,

jsem studentka posledního ročníku programu Učitelství v oborech Anglický jazyk a

Výtvarná výchova. Píši diplomovou práci na téma CLIL ve výtvarné výchově. Tímto bych

Vás chtěla požádat o vyplnění dotazníku, jehož výsledky budou součástí praktické části mé

diplomové práce. Dotazník je anonymní. Za vyplnění dotazníku předem velice děkuji,

Bc. Petra Viktorinová.

1. Kolik je Vám let? 25

2. Jsem: a) žena b) muž

3. Jak dlouho působíte ve školství jako učitel/ka? Prosím vyberte:

a) méně než 10 let b) 10 – 20 let c) více jak 20 let

4. Znáte pojem CLIL = Content and Language Integrated Learning?

a) ano, znám tento pojem a vím, co znamená (Pokračujte na otázku č.5)

b) ne, nikdy jsem tento pojem neslyšel/a

c) ano, o pojmu jsem již slyšela, ale více o něm nevím

5. Na naší škole se metoda CLIL (či propojení anglického jazyka s jiným předmětem)

používá či používala:

a) ano (Pokračujte na otázku č. 6) b) ne (Pokračujte na otázku č.7)

6. Na škole se CLIL metoda využívá/využívala:

a) Metoda CLIL se ve výuce anglického jazyka aktivně využívá.

b) Metodu CLIL jsme vyzkoušeli v rámci celostátního projektu.

c) Metodu CLIL jsme vyzkoušeli v rámci zkvalitnění výuky, nicméně ji

v současnosti nevyužíváme.

7. Jaký předmět byl vyučován s anglickým jazykem (jiným jazykem) ? Prosím doplňte:

(z moji aprobace Výchova ke zdraví)

8. Má zkušenost s metodou CLIL je následující:

a) Učení metodou CLIL jsem sám/sama vyzkoušel/a jako učitel/ka.

b) Výuku metodou CLIL jsem zažil/a pouze jako pozorovatel.

c) Výuku metodou CLIL jsem nezažil/a ani jako učitel ani jako pozorovatel.

9. Můj pohled na přínos výuce při použití CLIL metody:

a) CLIL metoda je velmi efektivní a také zajímavá pro žáky, určitě by se měla ve

výuce více objevovat.

b) CLIL metoda je zajímavá, ale nemám pocit, že by měla být více využívána.

c) CLIL metoda mi nepřijde ani zajímavá ani přínosná.

d) Jiné: ………………………………………………………………………………

V případě, že máte další zkušenost s CLIL metodou či s propojením anglického jazyka

s jiným předmětem buď z předchozího zaměstnání (jiná škola) anebo z jiného důvodu,

prosím o sdělení informací.

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

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__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

Sample 2 – Questionnaire

Dobrý den,

jsem studentka posledního ročníku programu Učitelství v oborech Anglický jazyk a

Výtvarná výchova. Píši diplomovou práci na téma CLIL ve výtvarné výchově. Tímto bych

Vás chtěla požádat o vyplnění dotazníku, jehož výsledky budou součástí praktické části mé

diplomové práce. Dotazník je anonymní. Za vyplnění dotazníku předem velice děkuji,

Bc. Petra Viktorinová.

1. Kolik je Vám let? 59

2. Jsem: a) žena

3. Jak dlouho působíte ve školství jako učitel/ka? Prosím vyberte:

b) méně než 10 let b) 10 – 20 let c) více jak 20 let

4. Znáte pojem CLIL = Content and Language Integrated Learning?

d) ano, znám tento pojem a vím, co znamená (Pokračujte na otázku č.5)

e) ne, nikdy jsem tento pojem neslyšel/a

f) ano, o pojmu jsem již slyšela, ale více o něm nevím

5. Na naší škole se metoda CLIL (či propojení anglického jazyka s jiným předmětem)

používá či používala:

b) ano (Pokračujte na otázku č. 6) b) ne (Pokračujte na otázku č.7)

6. Na škole se CLIL metoda využívá/využívala:

d) Metoda CLIL se ve výuce anglického jazyka aktivně využívá.

e) Metodu CLIL jsme vyzkoušeli v rámci celostátního projektu.

f) Metodu CLIL jsme vyzkoušeli v rámci zkvalitnění výuky, nicméně ji

v současnosti nevyužíváme.

7. Jaký předmět byl vyučován s anglickým jazykem (jiným jazykem) ? Prosím doplňte:

Pracovní činnosti a Výtvarná výchova.

8. Má zkušenost s metodou CLIL je následující:

d) Učení metodou CLIL jsem sám/sama vyzkoušel/a jako učitel/ka.

e) Výuku metodou CLIL jsem zažil/a pouze jako pozorovatel.

f) Výuku metodou CLIL jsem nezažil/a ani jako učitel ani jako pozorovatel.

9. Můj pohled na přínos výuce při použití CLIL metody:

e) CLIL metoda je velmi efektivní a také zajímavá pro žáky, určitě by se měla

ve výuce více objevovat.

f) CLIL metoda je zajímavá, ale nemám pocit, že by měla být více využívána.

g) CLIL metoda mi nepřijde ani zajímavá ani přínosná.

h) Jiné: ………………………………………………………………………………

V případě, že máte další zkušenost s CLIL metodou či s propojením anglického jazyka

s jiným předmětem buď z předchozího zaměstnání (jiná škola) anebo z jiného důvodu,

prosím o sdělení informací.

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

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