Kazimierz Wielki GymnasiumKazimierz Wielki Gymnasiumul. Pilsudskiego 20ul. Pilsudskiego 2032-020 Wieliczka32-020 Wieliczka

PolandPoland

CLIL IN THE EUROPEAN PARTNER CLIL IN THE EUROPEAN PARTNER SCHOOLS QUESTIONNAIRESCHOOLS QUESTIONNAIRE

● PART ONE: CLIL in generalPART ONE: CLIL in general

● 1) How woud you define CLIL?1) How woud you define CLIL?

● It’s the teaching method that joins content and language It’s the teaching method that joins content and language

skills.skills.

● 2) What do the officials expect of CLIL? What do they 2) What do the officials expect of CLIL? What do they

expect of you?expect of you?

● They probably expect the language skills of our students They probably expect the language skills of our students

to develop and the to develop and the teachersteachers to be able not to neglect the to be able not to neglect the

content while using foreign language.content while using foreign language.

3) How is CLIL officially implemented in your 3) How is CLIL officially implemented in your school and in your national curriculum?school and in your national curriculum?

CLIL is not officially implemented in our school CLIL is not officially implemented in our school because of number of reasons: language skills of because of number of reasons: language skills of

our students are too poor, our school is the second our students are too poor, our school is the second level of education when the students learn foreign level of education when the students learn foreign language when they are tought from elementary language when they are tought from elementary level, the classes are varied in terms of students’ level, the classes are varied in terms of students’

abilities to acquire and learn certain subjects.abilities to acquire and learn certain subjects.

4) What sort of official support does/did your 4) What sort of official support does/did your school receive for CLIL-activities? (for example school receive for CLIL-activities? (for example

money, books, tools ...)money, books, tools ...)

None (so far)None (so far)

PART TWO: CLIL & ComeniusPART TWO: CLIL & Comenius

1) How did you implement/ carry out your CLIL 1) How did you implement/ carry out your CLIL teaching activities in this project?teaching activities in this project?

Please refer to the following points and also use Please refer to the following points and also use

your own ideas:your own ideas:

- which and how many forms were involved/took - which and how many forms were involved/took

part in this CLIL projectpart in this CLIL project

There were many forms involved. However there There were many forms involved. However there

weren’t many lessons carried out. The forms: weren’t many lessons carried out. The forms:

presentations, discussions, video recordings, films, presentations, discussions, video recordings, films,

diagrams, lectures etc.diagrams, lectures etc.

- age of the pupils- age of the pupils14 -15 years old14 -15 years old

- how many lessons/units- how many lessons/unitsabout 10about 10

- what topics- what topicsGeography of Germany, Greek Gods and Geography of Germany, Greek Gods and

Goddesses, The Solar System, Fashion – the history Goddesses, The Solar System, Fashion – the history and myths, The American Dreamand myths, The American Dream

- what subjects- what subjectsGeography, Polish Language, Physics, American Geography, Polish Language, Physics, American

Culture, BiologyCulture, Biology

- which methods were used / how successful were - which methods were used / how successful were theythey

Discussions, oral presentations, gap filling Discussions, oral presentations, gap filling exercises, listening & reading exercises, Power exercises, listening & reading exercises, Power

Point presentations, peer teaching. Most of them Point presentations, peer teaching. Most of them depended on the level of students oral skills – the depended on the level of students oral skills – the weaker the group was the less successful we were.weaker the group was the less successful we were.

- how did the pupils respond to CLIL- how did the pupils respond to CLIL

Those who are good at speaking and Those who are good at speaking and comprehensing English were enthusiastic, the ones comprehensing English were enthusiastic, the ones

with very poor ability of language were focused with very poor ability of language were focused mainly on understanding single words. Generally mainly on understanding single words. Generally they like the method. However, they claim it’s not they like the method. However, they claim it’s not

for every school subject, they would like to be for every school subject, they would like to be taught by means of CLIL on Maths or other taught by means of CLIL on Maths or other

scientific subjectsscientific subjects..

- how intense was the use of the - how intense was the use of the foreign languageforeign language

We were trying not to use Polish at all We were trying not to use Polish at all and I think we succeededand I think we succeeded

were the teachers of the CLIL lessons were the teachers of the CLIL lessons also English/German/Gaelic also English/German/Gaelic

teachers?)teachers?)

NoNo

FOR THE PUPILS: FOR THE PUPILS:

- what do you think about the project, the - what do you think about the project, the organization, the choice to give them free space organization, the choice to give them free space and the opportunity to work in a separate roomand the opportunity to work in a separate room

- what are your comments on the project?- what are your comments on the project?

- what are your proposals for new projects and/or - what are your proposals for new projects and/or

kind of organization?kind of organization?

- what did you learn?- what did you learn?

- do you now think CLIL-teaching is better than - do you now think CLIL-teaching is better than

teaching the subjects in German?teaching the subjects in German?

Summary of our students’ ideas on Summary of our students’ ideas on CLIL and the project:CLIL and the project:

Advantages:Advantages:

- possiblity to practise language by communication - possiblity to practise language by communication

with colleagues from other countries with colleagues from other countries

- meeting new people- meeting new people

- making new friends- making new friends

- possibility to find out the organisation of - possibility to find out the organisation of

eduation and school in partner countrieseduation and school in partner countries

- prestige for our school- prestige for our school

- they liked the opportunity to voice their opinions - they liked the opportunity to voice their opinions on teaching methods and teachers’ behaviour / on teaching methods and teachers’ behaviour /

activitiesactivities- they liked the chance to share experience of - they liked the chance to share experience of

learninglearning- they are proud of creating their own evaluation - they are proud of creating their own evaluation

gridgrid- personally they consider the topic of the project - personally they consider the topic of the project

boring but appreciate the fact of practising boring but appreciate the fact of practising language skillslanguage skills

- during CLIL lessons they weren’t sure if they - during CLIL lessons they weren’t sure if they understood correctly, they could learn new understood correctly, they could learn new expressions, preferred subjects for CLIL expressions, preferred subjects for CLIL method are History, Geography, Physicsmethod are History, Geography, Physics- they liked a lot the idea of working in - they liked a lot the idea of working in

separated rooms because they could be more separated rooms because they could be more spontaneous and natural in expressing spontaneous and natural in expressing

opinionsopinions

John Amos ComeniusJohn Amos ComeniusPortrait by RembrandtPortrait by Rembrandt

Thank you very muchThank you very much

♥♥