Applying Content and Language Integrated Learning Approach in Designing Chemistry Lesson Plan for High School Students

Abstract

Recently, teaching - learning Science subjects in English has become an urgent need of Vietnamese Education. Although piloted in high schools for gifted students and high-qualified schools with experienced teachers and good students, teaching Science subjects in English still faces many obstacles for many reasons. Among them, finding an appropriate teaching method may be the biggest challenge. The students who are good at Science subjects often does not feel confident about English. Whilst, those who are proficient in foreign language are usually afraid of science subjects and have not yet built up speciallized vocabulary about science. In this context, teaching Science subjects using Content and Language Integrated Learning (CLIL) approach shows high application potential due to the ability to balance both factors - Science knowledge and English simultaneously in a lesson. This study introduces the characteristics of CLIL approach and proposes the steps for preparing CLIL lesson plan. Also included is the analysis of the results of the Pedagogical experiment in High school of Education and Science.

Study on Using English Song in Teaching Biology 10 and One Example in Practice

“…Futhermore, in comparison to research on teaching Chemistry in English executed by Hoang and Ha [23], in which they used different teaching technique, the percentage of students getting a very good mark (more than 8) is higher than that of our research, which were 40% and 20%, respectively. However, the percentage of students getting good and average marks (from 5 to 8) in our research is higher than that of their study, which are 80% and 50%, respectively.…”

“…However, the percentage of students getting good and average marks (from 5 to 8) in our research is higher than that of their study, which are 80% and 50%, respectively. The results also show that no students got under average marks (under 5) in our research comparison to [23]. This finding indicates that songs also can have a good impact on teaching science curriculum and can be used more regularly as a good method.…”

“…Moreover, the results of students' writing tests showed that they could understand all specialized terms of Chemistry in English. However, there are some mistakes when they translate into Vietnamese because of choosing the wrong Vietnamese words [23]. It shows the student's general mistakes when learning other subjects in English.…”