Masaryk University

Faculty of Education
Department of English Language and Literature

CLIL in Music for Secondary Schools

Bachelor Thesis

Brno 2013

Supervisor:

Written by:

Mgr. Nadda Vojtkov

Jaroslava Kuncov

Anotace
Bakalsk prce se zabv novm trendem ve vzdlvn, kter integruje vuku
nejazykovho pedmtu a jazyka a kter se nazv CLIL (Content and language integrated
learning). Prce je zamena na vuku hudebn vchovy na druhm stupni zkladn koly
v anglitin. Prvn kapitola pojednv o historii a o vhodch a nevhodch CLILu. Druh
kapitola se zabv otzkou, zda je esk kolstv pipraveno pouvat metodu CLIL. Tet
kapitola se vnuje hledn zdroj pro materily pouiteln pro CLIL. tvrt kapitola pak
pojednv o monostech vyuit CLILu v hudebn vchov a v pt kapitole se autorka
zabv tvorbou vlastnch materil pro vuku hudebn vchovy v anglitin a reflex na
pilotovn vytvoench materil.

Abstract
This bachelor thesis deals with a new trend in education which integrates teaching of a
content subject and a foreign language and it is called CLIL (Content and language integrated
learning). The thesis is focused on teaching Music in English at secondary school. The first
chapter deals with history and with advantages and disadvantages of CLIL. The second
chapter discusses the question if there is a place for CLIL in the Czech schools. The third
chapter is devoted to searching for possible sources of materials usable for CLIL. The fourth
chapter is then focused on possibilities of using CLIL in lessons of Music and in the fifth
chapter the author creates his own materials for teaching Music in English and reflects the
piloting of the created materials.

Klov slova
CLIL, hudebn vchova, anglick jazyk, materily, uitel

Key words
CLIL, Music, English, materials, a teacher

Declaration
I hereby declare that I worked on my bachelor thesis independently and that I used only the
sources listed in the bibliography section.

Brno, April 2013

..
Jaroslava Kuncov

Acknowledgements
I would like to thank Mgr. Nadda Vojtkov for her guidance, all comments and valuable
advice. I would also like to thank Mgr. Milena Tomanov for her positive attitude while
piloting my CLIL materials in her class.

Table of contents

Introduction ..... 5
Chapter 1 CLIL as a teaching method
1.1 History of CLIL .. 6
1.2 Advantages of CLIL ... 7
1.3. Disadvantages of CLIL .. 8
Chapter 2 CLIL in the Czech schools
2.1 Is there a place for CLIL in the Czech schools? ... 10
2.2 Benefit of CLIL for the Czech education .. 13
Chapter 3 Teaching materials for CLIL
3.1. Where can a teacher find teaching materials for CLIL? .. 17
3.2 Creating own CLIL teaching materials . 20
Chapter 4 Music at secondary schools
4.1 CLIL as a diversification of Music lessons ... 21
Chapter 5 Teaching materials for Music at secondary school
5.1 Vocabulary and basic phrases needed for chosen topic 23
5.2 My inspiration of creating own CLIL teaching materials . 24
5.3 Piloting of created materials ..... 24
5.4 Reflecting on piloting 27
Conclusion .. 31
Bibliography .. 32
Appendix 1 . 35
Appendix 2 . 37
Appendix 3 . 39

Introduction

There are still appearing new trends in education all over the world because of
globalization, modern technologies, new knowledge concerning educational process and
changing needs of pupils. Every teacher should become acquainted with those trends, find
their positive features and use them actively during his teaching practice. Because of such an
open approach children may be educated effectively and familiarized with different styles of
learning and teaching. Engaging new methods into the learning process may also serve as a
diversification of education and a means of the activation of students. The students may
consequently acquire more positive view of learning.
CLIL (i.e. Content and language integrated learning) is one of those trends and it is
commonly used in the teaching practice throughout the countries in the EU as FortanetGomez and Raisanen state in their publication (150). Nevertheless, CLIL is not so often seen
at the schools in the Czech Republic. Although there are a lot of training courses in the Czech
Republic, the teachers claim they do not have enough materials suitable for CLIL lessons or
their students are not ready for this type of education. These facts were taken from the results
of my questionnaire which is provided in this thesis. Thus I have decided to devote to both
theoretical background of this issues and practical creating of materials for a lesson of Music
at secondary school in this bachelor thesis. Because I have not attended any classes of English
didactics and my experiences with continuous teaching practice are only minimal, my
supervisor recommended me to pilot the created materials in a real secondary school. The
materials were subsequently evaluated according to their efficiency and I hope that they will
be helpful not only for me, but also for others in the future.

Chapter 1 CLIL as a teaching method

1.1 History of CLIL

CLIL is an abbreviation for a new style of teaching and learning which is called
content and language integrated learning. A foreign or second language is used to teach a
part of a content subject, e.g. geography, physics, music, mathematics, biology and others. A
teacher is supposed to develop both content subject and language at the same time. English is
the most frequently used language nowadays. However, it is also possible to teach a content
subject in a variety of other languages. The selection is absolutely free since it depends
primarily on the needs of teachers. In Mehisto, Marsh and Frigols one can read the variety of
combination is almost without any limits (9).
The term CLIL was used by David Marsh and Anne Maljers for the first time in 1994
(CLIL), which implies its history is not very long. Nevertheless, it is possible to see a
certain development of this teaching method, especially if one is not bounded by the term
CLIL as such.
Even though the term CLIL has appeared in recent times, the usage of a foreign
language for teaching and learning can be already found in much distant past. E.g. the
Akkadians adopted the language of the Sumerians as they wanted to learn something about
their culture and knowledge. This happened 5 000 years ago. It is also well known that people
spoke in Latin at the universities in Medieval Europe. This widespread language was used for
teaching and learning law, medicine, theology, science and philosophy (Mehisto, Marsh and
Frigols 9).
Nowadays one may be a witness of a great spread of CLIL method. For this reason
more and more books, essays and articles about CLIL are being published. The most massive
expansion of CLIL is noticed during last five years. This teaching and learning method is now
commonly practiced in almost whole Europe, Asia, Africa, South America and the Far East
(Deller and Price 5).

1.2 Advantages of CLIL

CLIL has been becoming very significant recently because of the possibility of
improving English. Deller and Price claim English is used still more and more often. It is
important for students' future career, for understanding all over the world and one needs to
know it while studying a foreign research paper, a foreign book or anything else (3).
In addition, CLIL may develop students' multicultural understanding. It may be read in
Hanuov:

A foreign language used in CLIL is not the mother tongue of the teacher and it is not one of
the official languages of a given country. However, the mother tongue is not excluded from
the lesson, it plays very important role. The intercultural aspects are very significant within
CLIL because, while processing the content subject's topic in a foreign language, one can see
how various topics are understood in other countries and how differently other nations think
about specific disciplines. It is possible to understand oneself and other people better by
comparing different points of view. (5, trans. Jaroslava Kuncov)

As one can see, using CLIL can be very enriching both for a teacher and for students.
The biggest advantage of CLIL is definitely the incredible impact on common using English
of students. The students gain confidence in speaking, reading, listening and writing in
English due to CLIL lessons. Furthermore, teachers should be able to use English more
confidently, too. While they might be nervous at the beginning, they should not have serious
difficulties with their English after some time practicing CLIL method (Deller and Price 8).
As results from different research papers demonstrate, the type of learning where more
types of memory are activated is more effective. (Koukal 55) And when employing CLIL,
both teachers and students have to include more skills at once.
Besides, Dvokov states that the significant features of an effective education are
activity of all students, their inner motivation and acceptance of the goal, independent solving
of tasks and working in the groups (89). All those features may be found in CLIL method.

1.3. Disadvantages of CLIL

The gravest obstacle occurs to be the selection of a teacher. In the majority of
instances it is possible to find teachers at secondary schools that are educated either only in a
foreign language or only in a content subject; therefore it is very demanding to find one who
has adequate knowledge both in language and in a content subject. Deller and Price also
mention possibility of involving two teachers into the teaching process: In some instances it
is taught by both teachers, which is an ideal scenario, though as this is a resource-heavy
option it is less common. (6)
The teacher of a content subject is usually supposed to teach the lesson (or its parts) in
a foreign language. In such situation teachers can be afraid. In Deller and Price one may read
about these problems which teachers mention: It's so difficult for me to explain in English.
My students don't like listening to English. My students find it hard to read in English. I have
to write most of my own materials. (7)
Moreover, CLIL used in the class makes the lesson more time consuming because a
teacher has to check students' understanding very often, repeat instructions for tasks more
times or also in the mother tongue for better understanding and use active learning (Deller and
Price 8).
Additionally, misconceptions related to CLIL may occur among people. Mehisto,
Marsh and Frigols state that students, their parents, teachers and other people involved in the
process of education may suppose that knowledge of a content subject and operating in the
mother tongue of CLIL students will be deteriorated (21).
CLIL lessons might be demanding for students with common knowledge;
nevertheless, they can manage efficient results. But how the students with special educational
needs (SEN) deal with the sort of complicated type of teaching and learning?
A simple definition for SEN students from the publication by Novotn and
Kremlikov may be used to clarify which children are considered to have SEN. They declare
all children with any kind of disability are SEN students (10).
A piece of relevant information may be found on the website of English Teachers
Network. The authors of the article about SEN students claim that those students are unable
to learn with the material that we use for the majority of our class members (English
Teachers Network).

Naturally, it depends on individual students and their kind of disability or disorder;

although, it is affirmed that, generally speaking, while using any materials (which means also
CLIL materials) with SEN students teachers can encounter some barriers.

Chapter 2 CLIL in the Czech schools

2.1 Is there a place for CLIL in the Czech schools?

If the question whether there is a place for CLIL in the Czech schools shall be
answered it is necessary to discover which specific requirements a CLIL lesson has.
Answering to the question posed above is also connected with the disadvantages of using
CLIL. Thus the disadvantages were presented in the previous chapter and it will be referred to
them several times in this chapter. Furthermore, a short questionnaire was created and
distributed to teachers at secondary schools. The teachers were questioned about their
personal experiences with CLIL, their opinion on its benefits, possible problems with using
this method and if they think it is possible to use this method throughout the Czech schools.
The questionnaire is provided in Appendix 1 of this thesis.
16 questionnaires were distributed among the teachers from the secondary school in
Turnov and the grammar school in Havlkv Brod. Only one teacher out of all did not fill the
questionnaire, which implies that 15 filled questionnaires were collected eventually.
A CLIL lesson is a special type of lesson where English (or another foreign language)
is used for teaching a certain content subject. It is very significant that CLIL lessons provide
language support. This fact means that CLIL lessons are not a type of bilingual teaching and
learning because there is language support required during CLIL lessons whereas it is not
present in a bilingual lesson. (European Commission)
As a result the teacher of CLIL lessons has to be able to teach both a foreign language
and a content subject. Therefore the best option for this teaching method is a teacher who is
educated in a foreign language as well as in a content subject (Deller and Price 6). This is one
of the disadvantages which were already mentioned.
It is certainly allowed to speak in the mother tongue if anything is not clear. Sepeiov
states: If we use CLIL method during the educational process it is important for students to
acquire all technical terms in their mother tongue and in the foreign language. (26, trans.
Jaroslava Kuncov)
At this point one can ask: Are there teachers in the Czech schools who would be able
to teach their content subject in a foreign language?

10

The results from the questionnaire will be used to answer the posed question. All
teachers, i.e. 15, claim that one of the difficulties related to CLIL is the lack of teachers who
would have adequate knowledge of both a content subject and a foreign language. On the
contrary, when they were questioned if they personally felt confident enough to teach their
content subject in a foreign language, the answers differed suddenly. 5 teachers felt they
would surely be able to teach in a foreign language. 3 teachers claimed they would be able to
teach in such conditions and 7 teachers would feel more comfortable if they did not have to
teach in a foreign language.
It may be assumed that the outcomes of this particular question would differ if
contemporary young students of the Faculties of Education were asked. A certain level of
English is demanded from those students, which results in the fact the young people feel more
confident when they have to speak in English. Very positive approach to CLIL may be seen in
Vojtkov when the respondents were young students of the Faculty of Education. It is
possible to read the following:
The students were surprised by a wide range of the application of CLIL. They were inspired
by a possibility to connect both languages (Czech and English) and they were also inspired by
emphasis on using English as a means of communication, not just as a goal of educational process. 17
students out of 34, who were presenting their approach to CLIL, commented on it very positively and
they confirmed their motivation to use CLIL within their future teaching practice. They stated reasons
that included using of the language as a means of communication in most cases, the students are aware
of the fact that a foreign language is useful and they can be prepared for common life situations when
they will have to speak without fear of being mistaken. (17, trans. Jaroslava Kuncov)

It may be presumed that with advancing of a new generation into the Czech schools
and with more often usage of English the relationship of teachers to CLIL will be gradually
changed and they will not be afraid of using this teaching method in their own teaching
practice.
Materials are another substantial thing connected with teaching in general. If a teacher
does not have quality materials for teaching it is very difficult to make the lesson interesting
and entertaining but also beneficial. Deller and Price announce there is a great shortage of
materials possibly appropriate for CLIL (3).
This piece of information is confirmed also by Vov, who writes: There is still a
shortage of practical methodical manuals devoted to CLIL. (2)
The publication of Deller and Price is a perfect example of a beautiful collection of
materials for CLIL. But although one is able to find a variety of interesting exercises and

11

practical tasks there, it is not, of course, a sufficient supply for teaching all topics of all
content subjects. For this reason teachers are supposed to create their own materials.
It was expected that teachers will complain in the questionnaire about the little number
of materials available but only 6 teachers stated that this could be a possible problem related
to CLIL.
If one wants to practice CLIL method at the school it is necessary to have permission
from a headmaster and the school administrators. In the Czech education CLIL is not used so
often, for that reason it is natural to assume it may be demanding to gain permission
sometimes. It is substantial for a headmaster and the school administrators to know how
beneficial CLIL can be and they have to be sure that the chosen teacher is sufficiently
educated to make a good lesson.
Hence not only practical, but also some administrative barriers might appear.
Fortunately, it can be announced at this point that this complication is not present in the
Czech schools. This statement is based on the result from the questionnaire. Only 1 teacher
out of 15 believes there could emerge some difficulties with the school administrators. But a
significant fact is that the questionnaire was distributed to only two schools and maybe the
outcomes from other schools would vary. Nevertheless, the positive approach to CLIL
method can be confirmed by statements of several headmasters who were offered to integrate
CLIL into their schools. It is possible to read about their opinions in the publication called
CLIL do kol, Hudebn vchova pro druh stupe Z. One of the headmasters, Mr Zimk,
was very curious about CLIL and wanted to try this method for its great benefit.1 This may be
considered a positive outcome.
The number of research papers concerning the topic of parents' approach to CLIL has
been done recently.2 It is very important if parents know something about CLIL because if
they do they can support their child's learning and the effect of whole teaching and learning
process may be more successful, funnier and also smoother. It is well known that there has
always existed the relationship between a school and parents of the children who attend the
school. Even Rymeov and kov state in their publication published already in 1993
the school is linked to parents (47). According to my questionnaire teachers do not see any
difficulty with parents. None of the teachers believe that parents would be unsatisfied with
using CLIL method anyhow and thus would not agree with it.

1
2

If interested, see pages 16 29 in CLIL do kol, Hudebn vchova pro druh stupe Z.
For more information see Massler, Ute.

12

The last thing which effects the process of education is students. Students create an
inseparable part of this process as they participate in all activities which are included in it. It is
necessary for students to understand why they should learn a content subject in a foreign
language. Furthermore, they have to be at a certain level of chosen foreign language to be able
to operate in it. Sepeiov mentions that one of the risk facts of CLIL is insufficient language
competences of the students (26).
The teachers mentioned some possible problems with students in the questionnaire. 3
of them stated that students could be unwilling to learn a content subject in a foreign language
and 1 wrote a note that children may not have sufficient knowledge of the selected language.
The answer to the question, if there is a place for CLIL in the Czech education, is not a
definite answer. According to the results from the questionnaire some moves need to be done
to improve the situation. 12 teachers out of 15 suppose the Czech schools are not ready for
CLIL. The main obstacles are: unqualified teachers, a shortage of teaching materials and
unwillingness or unpreparedness of students. However, it can be presumed that it always
depends on a particular school and specific individuals. It may be also supposed that the more
headmasters, parents and students know about CLIL, the more open the whole system of the
Czech education will be. For that reason the next part of this bachelor thesis deals with the
possible benefits of CLIL for the Czech educational system.

2.2 Benefit of CLIL for the Czech education

The Czech education might be enriched by CLIL method very much. Nevertheless,
how the real merit of this type of teaching and learning may be seen? The most obvious
evidence of that is a personal experience with using CLIL or at least report of somebody else's
experience. There will be provided both in this paper.
Pavlkov writes about her own improvement as a teacher:
Teaching with CLIL elements forced me to work with my English again, not only in a spoken
form, but also written. I revived my vocabulary and broadened it with a set of terms connected
to my approbation. The suitability of interspersing teaching with elements of games (refilling,
graphs, pictures etc.) was affirmed during the practical classes. I have created a variety of
materials which I can use in the future. The access and the response of the students were
positive in all perspectives. (74, trans. Jaroslava Kuncov)

13

Teachers realize well how much they can obtain owing to CLIL method. Even in my
questionnaire 14 teachers out of 15 affirmed CLIL can be enriching and only 1 teacher was
sceptical and therefore he stated it would not be beneficial.
It may be confirmed that CLIL is very beneficial for the teacher from my own
experience with piloting my created materials. One is forced to think in a foreign language, to
look for the new terms and widen own vocabulary even during the preparation for the lesson
and while devising its structure. Moreover, a teacher has to be adequately familiar with the
key words and the basic phrases or directions for his students to be able to use them without a
long wondering or hesitating during the lesson. I personally piloted only one CLIL lesson,
though it may be assumed that the more experience with CLIL lessons a teacher has, the more
automatic use of those phrases is. An experienced teacher should be able to use them without
any problems.
However, CLIL should primarily enrich students; this method was designed mainly for
them. The students in the Czech schools may be positively influenced on all levels which
have been already mentioned in the first chapter, specifically in the part 1.2 called
Advantages of CLIL. For a short reminder, the students should be more confident in
speaking, reading, writing and listening to a foreign language, they might use gained
knowledge from CLIL lessons in their future career, they ought to be able to understand even
rather professional issues and they would be led to a considerable multicultural toleration
(Deller and Price 3).
The Czech educational system had a specific problem with the low level of foreign
languages in former years. On the basis of the research paper about the Czech education from
2002 the students in the Czech Republic did not have satisfactory knowledge of English. On
the website of Insoma, where the results from the research paper are published, it is possible
to read the following: In the dimension of one generation the educational system is not able
to provide higher level of knowledge of English and it seems that the educational system did
not deal with language teaching, as well as with the computer literacy, on the required level.
(Insoma, trans. Jaroslava Kuncov)
The situation of the Czech education with connection of achieved level of foreign
languages has been improving recently. It is proved by the research papers of esk koln
inspekce (SI). But it is still very common that the students attend special lessons of foreign
languages beyond the lessons at their school (esk koln inspekce).

14

CLIL might help to solve this issue of the Czech schools by practicing and repeated
using of foreign languages. If the students in the Czech schools were used to work with a
foreign language on a daily routine in different content subjects, their level of the given
language would be definitely improved.
Correspondingly, an insufficient practical knowledge may be seen among the Czech
students. As the results from the research paper published in Kelblov et al. show, the
practical knowledge is always firmly connected with the academic ones. Specifically it is
possible to read in Kelblov et al.: It was shown in the researches which were not focused on
only the academic knowledge that especially the Czech students of the apprentice disciplines
have often reserves in their practical skills which should be managed by each citizen.
However, these students form 40 % of the Czech secondary schools' students (students of
grammar schools form 20 %). (14)
This problem may be partly solved by CLIL too. Practising English may lead the
students to better practical orientation abroad or while facing any news, books and other
resources in a foreign language.
The latter issue is related to a certain problematic thing as well. Vov mentions the
level of a foreign language competence of secondary school students differs a lot (1 2). It
may be assumed CLIL method would be helpful while counterbalancing the dissimilar levels
of secondary school students. We can assume that if CLIL was practiced at all kinds of
secondary and grammar schools, the improvement of the worse students' knowledge would
appear.
One of the advantages of CLIL, which has been already mentioned in the first chapter,
is that it may help students with understanding throughout the whole world and looking for
their future job. Many companies require a certain level of English nowadays because of its
widespread use, though Czech people do not feel confident quite often if they are supposed to
operate in English. There is an article published on the website of Prask denk by
Achremenko, which discusses the employment of Czech people abroad. It is presented in the
article that only 1 Czech out of 10 would be willing to work abroad. The reasons are their
uncertainty and a low confidence in speaking, listening, reading and writing in a foreign
language. (Achremenko, trans. Jaroslava Kuncov) Hence CLIL lessons would be very
beneficial for the Czech education and the Czech students in the matter of their future career.
Hladk announces it is not possible to find a homogenous society in today world. Each
nation is influenced by a variety of other cultures, habits of minorities and different religions,

15

thus the multicultural education forms very significant part of basic knowledge of every
student (21).
CLIL would be very beneficial for the Czech schools for it is regarded to be a means
of the multicultural education according to Deller and Price (7). In another part of his
publication even Hladk claims that educational process forms the multicultural understanding
of the students when he says pedagogy can be considered to be the basic or the initial science
which creates and effects the multicultural education (19).

16

Chapter 3 Teaching materials for CLIL

3.1. Where can a teacher find teaching materials for CLIL?

Well prepared and preferably already piloted materials for CLIL are very rare to find
since this method is relatively new and for that reason not practised so often. The book called
Teaching Other Subjects through English by Deller and Price is quoted, paraphrased and used
really frequently in this paper as this publication is one of the little quantities of practically
focused books and consequently teachers may use the materials from this publication.
Another good possibility is the publication called Uncovering CLIL by Mehisto, Marsh and
Frigols. Not such high amount of the materials is collected here as it is in the publication by
Deller and Price; however it can still be helpful very much.
It is also possible to use any book, magazines, articles, videos or other sources
concerning a content subject in a foreign language. The world of rich sources is open to
everybody who is able to search appropriately. The Internet may offer a lot of quality
materials which may be used for CLIL lessons.
However, it has to be remembered that finding the appropriate source of relevant
information is not the end of creating materials. The text, the video or an article must be
adapted by the teacher to suit the students' level of education and to correspond with the goal
of the lesson. Moreover, other activities need to be created by the teacher before a whole
CLIL lesson is completed. The urge of creating own teaching materials for CLIL is really
great. For that reason every possible source of practical materials appropriate for a CLIL
lesson is most welcome, indeed.
Even though the print sources of CLIL materials are so rare, there are certain
possibilities where inspiration for creating materials (or even already completed ones) can be
found. The biggest source is the Internet, of course. Many websites dealing with the issues of
a CLIL lesson exist. Teachers can visit those websites and draw inspiration from them, look at
the videos from CLIL lessons, examine the materials or just gain some awareness about this
type of teaching and learning. Most of the pages are in English; nevertheless some French,
German, Spanish or even Czech websites may be found, too.

17

The examples of websites in Czech could be:

CLIL Metodick portl RVP.CZ
NUOV Nrodn stav odbornho vzdlvn

CLIL Metodick portl RVP.CZ

Many interesting facts are published there, e.g. practical experience with using CLIL,
useful advice how to create appropriate materials, references to websites in different
languages (which can be used for creating materials in those languages), important steps
which should be made before introducing CLIL into schools etc.

NUOV Nrodn stav odbornho vzdlvn

NUOV offers the link to PDF version of the publication called CLIL ve vuce; Jak zapojit
ciz jazyky do vyuovn, where the chapter named Plnovn a struktura hodin may be found.
Not only theoretical background about determining the goals of CLIL lesson and its structure
are provided there, but also examples of various activities, description of strategy named
scaffolding (a means and strategy which help pupils to overcome the language difficulty of
exercises), exact sentences possibly usable during the lesson for communication with pupils
and dealing with certain problems and mistakes. Besides, the publication offers CLIL
activities (e.g. for Maths lesson) with detailed description of individual tasks.
However, most of the sources are written in English, as it has been mentioned previously.
Here are two examples of such websites:
CLIL, Teaching English by British Council
CCN, CLIL Cascade Network

18

CLIL, Teaching English by British Council

The British Council website is created by a group of people from United Kingdom to
build trust between the people of the UK and the people of other countries. Their website
about CLIL is full of useful and helpful information for teachers who use, or are going to use,
CLIL method in their classes. The lesson plans are available on this websites. A teacher may
find there the aims of the particular lessons, necessary preparation, the description of the
whole procedure and a possible extension of the lesson described in detail. The worksheets
are completely prepared so it is possible just to download and print them. The link leading to
the original text, from which the creators drew the information, is also provided.
The level of English used in the materials is more advanced, so that it is appropriate
rather for secondary school graduates or for extraordinarily talented ones. Of course, the
materials could be simplified by the teacher.
One can obtain the materials for reading, writing, listening and speaking on the
website. Besides, some of the activities include possible topics for a group discussion. The
provided materials are focused on a lot of different subjects Science, History, PE, RE,
Music, Maths and Art.
If teachers wish to embody other activities into the lesson they may find tips and
descriptions of such activities (e.g. information gap, jigsaw, jumble activity etc.).

CCN, CLIL Cascade Network

CCN is a website run by a community of teachers who use CLIL within their teaching
practice and they want to share their materials, advice and various comments. The teachers do
not come from only English speaking countries, so that materials in German or other
languages may be found on the website. Unfortunately, most of the materials are just links
to certain websites with text which might be possibly used for activities in the class. Only a
little number of materials is really well prepared with the aims of the course, the description
of essential preparation, activities and so on.

19

3.2 Creating own CLIL teaching materials

If materials for a CLIL lesson need to be created, the creator must remember this is a
special type of education and therefore the materials should comply with certain parameters.
When one is creating materials for CLIL, it has to be remembered above all that it
must be primarily focused on the content of a chosen content subject and not on practising a
foreign language. The foreign language is understood as a tool for communicating the topic.
The practising of the language and improving of the students in the field of using the language
are inseparable parts of CLIL, although the language does not stay at the beginning of the
planning process. As Coyle states, the content is the starting point of the planning process,
hence the topic of a CLIL lesson and its content aims should be designed at first (4).
Coyle deals with another important part of planning tools for CLIL lessons afterwards.
It is communication. The communication used during a CLIL lesson is based on both
elemental orders for students and special terms and phrases related to the chosen topic, thus
the teacher should write the list of common instructions which may be used for all CLIL
lessons as well as the list of special vocabulary designed for the specific lesson of a content
subject (5 8).
Including the means for common communication with students is also mentioned by
Vov, who announces that the teacher ought to think about vocabulary which form the crux
of the chosen topic and also about simple directions used in an everyday class (2).
In addition, the level of language of students has to be respected while creating own
teaching materials. The language must be appropriate for the students. Chocholat points out
the results of current research papers about language and interaction throughout the CLIL
lesson. It is possible to read in her article that according to those results, the teachers
pragmatically reduce their utterance in order to approach the level of language of their
students and provide wider space for their own utterance (49, trans. Jaroslava Kuncov).

20

Chapter 4 Music at secondary schools

4.1 CLIL as a diversification of Music lessons

A common lesson of Music consists of a theoretical and a practical part. The students
learn about the composers and their works, the music genres, different periods and their main
features, the music theory and understanding of music notation in the theoretical part. The
practical part of the lesson is subsequently created by singing and playing the various
instruments. According to Mikov the main goal of education in Music is to develop key
competences as stated in RVP (i.e. rmcov vzdlvac program):
Competence to learning leading students to understanding of commonly used
terms from the field of music.
Competence to solving the problems leading students to the ability to defend
their opinions successfully; showing students that every person senses the
world in a different way; providing students enough aesthetic experience.
Competence of communication demonstrating students that hearing about
other people's aesthetic experience may be enriching.
Providing students space for their own cultural, artistic manifestation.
Social and personal competence explaining and building the basics of
behaviour at cultural events.
Civil competence demonstrating that it is necessary to respect, protect and
appreciate our culture heritage; leading students to join actively into the culture
affairs.
Competence to work clarifying the basic rules of a graphic notation of music.
(30 31, trans. Jaroslava Kuncov)
Instead of a still repeated structure of Music lesson, which may be felt as boring after
some time, CLIL may be used as a welcome diversification. The attention of the students can
be engaged by something new what they have not experienced yet. The motivation of students
rises with changing the style of education. irok states it is effective to change and combine
individual styles of motivation (82).

21

CLIL is definitely something new for students and hence the motivation of them may
be revived by that teaching and learning method. Furthermore, CLIL complies with the main
competences of the Music lesson, which is a positive fact. CLIL can support all competences
mentioned above.

22

Chapter 5 Teaching materials for Music at secondary school

5.1 Vocabulary and basic phrases needed for chosen topic

It was recommended by the supervisor of this paper, Mrs Nadda Vojtkov, to
contact Mrs Milena Tomanov, who is an experienced teacher and has already used CLIL
method in Music lessons at the grammar school where she works. Mrs Tomanov was very
forthcoming. She suggested having a personal meeting where it was subsequently agreed that
the materials can be piloted in one of her classes. It was also arranged that the topic of the
materials ought to be connected with the period of romanticism since this topic has been
taught recently at the school. It was conveyed by Mrs Tomanov that she discussed with the
class the most important Czech and foreign composers of that period, the progress of romantic
opera and the main features of romantic composing styles.
I chose to work with more than just one topic, which implies the CLIL lesson of Music
was supposed to be a revision lesson. The list of main vocabulary and phrases needed for a
teacher was created after reflecting on the structure of the lesson. Additionally, some of the
vocabulary and phrases were used for the materials for the students. The aim of providing the
students most of the vocabulary was simple: Firstly, the students will be able to use them
during the lesson even if they have not learned it before, and secondly, the vocabulary will be
available for them at home. So even after finishing the CLIL lesson, the students might
remind the terms. The work with the vocabulary will be described in detail in the part of the
thesis called 5.3 Piloting of created materials.
Most of the vocabulary is related to the instruments. It is caused by the structure of the
lesson. The structure will be discussed in the part 5.3 Piloting of created materials more
specifically. The list of chosen vocabulary and phrases for the teacher may be seen in
Appendix 2.
When the particular lesson was chosen and the date was arranged, a big relief came as
Mrs Tomanov communicated the best group was selected. She justified the information by
the maturity of the pupils from this group. They were also said to have some experiences with
CLIL lessons.

23

5.2 My inspiration of creating own CLIL teaching materials

The inspiration for creating CLIL materials for the lesson of Music at secondary
school was taken partly from the book by Deller and Price and partly from my own
experience both as a teacher and a student. I recollected which types of exercises I would like
as a pupil. From the point of view of a teacher (I have experience with teaching English and
other subjects of a group of adults and children at a language school and I also give extra
lessons to individuals) I tried to choose those activities which gain a positive feedback among
students since they are entertaining and engage students' attention. Additionally, the activities
were selected according to their effectiveness of accomplishing the goals of the lesson.
Furthermore, some videos from CLIL lessons were observed on the Internet in
readiness for the approaching lesson. The videos helped a lot with making a clear conception
about the structure of a CLIL lesson.
However, the biggest inspiration was the publication by Deller and Price which is full
of suggestions and practical materials applicable to CLIL lessons within various content
subjects. Many practical aids may be found in the book, e.g. the characterization of lesson
preparation (i.e. what must be done before starting a lesson), the instructions for leading a
lesson, the description of possible complications or barriers while schooling and also the
suggestions for materials adaptation for another content subject, which implies that all
materials may be used for a variety of different content subjects, although it is originally
designed only for a certain one.
Many sources were used for the inspiration, though all materials were created by me
personally and only a short text from the book by Deller and Price was applied subsequently
during the lesson.
The final version of created materials may be seen in Appendix 3.

5.3 Piloting of created materials

The activities which were done during a CLIL lesson will be described in this part of
the chapter. Then they will be reflected in the following part.

24

Aims of the lesson

Content - the students will repeat the differences between instruments
-

the students will become acquainted with the structure of romantic

orchestra

the students will repeat their knowledge about the period of romanticism
with the emphasis to Antonn Dvok, his life and his work

Language - the students will become acquainted with vocabulary of the instruments
-

the students will improve their speaking skills - answering the questions
about the period of romanticism and the differences between the
instruments

the students will improve their writing skills - creating of the words and
making notes about the life of Antonn Dvok

the students will improve their listening skills - understanding of read text

the students will improve their reading skills - reading the text and its
translation

Preparation - copying the worksheet with the basic vocabulary and phrases
-

copying the worksheet with the names of the instruments written as

anagrams

copying the worksheet with the text about Antonn Dvok

provision of the pictures of chosen instruments and cards with their names

provision of a text about the arrangement of an orchestra and the picture

of an orchestra with names of its individual sections on little cards

Procedure
Introduction
Basic vocabulary and phrases needed for the lesson
A short revision
Creating the names of the instruments
Matching the names with the pictures
The orchestra
Reading and translating

25

Introduction
There were eight pupils present at the lesson of Music in which I was supposed to pilot
my CLIL materials. I introduced myself briefly in Czech at the beginning of the lesson and
then English was predominantly used throughout the whole lesson. The students were asked
about their names. Despite the fact I was completely new for the students, the class
atmosphere was open and relaxed. And that is highly important for practising CLIL. The
atmosphere is very important when using CLIL the students should not be afraid to take
risks or to make mistakes. In Cismas and Vajiala the following text concerning the class
atmosphere may be found:
Group effort is more effective as an advantage of cooperation. The target is to create the
atmosphere where learning achievements will be more notable than those of a traditional
classroom. Cooperative learning with its focus on structured group work may help enhance
CLIL contexts. The underlying assumption is that communication among students working in
groups rises as they need to exchange information. (16)

Basic vocabulary and phrases needed for the lesson

The list with basic vocabulary and phrases was given to the pupils and I told them that
they would need the vocabulary during our lesson. Because it was expected the pupils know
the vocabulary they were immediately called up one after another to read loudly a word in
Czech and subsequently in English. Every time when there was a difficulty with
pronunciation I read the word for them and asked the whole group for repeating it afterwards.
A short revision
I did a short revision with students after acquainting with basic vocabulary. The pupils
were asked in English about everything they can remember from the period of romanticism. I
wanted to know which composers they know, if they are able to name some of their
compositions, if they are familiar with the main features of romantic opera and the structure
of romantic orchestra etc.
Creating the names of the instruments
I wanted the students to write a little after the previous speaking activity, hence they
got an exercise, in which the names of several instruments were written as anagrams, so that
their task was to put the letters into the right order and create the names of the instruments.

26

Matching the names with the pictures

The names of the instruments from the previous exercise were used while creating this
activity. The names were written on the cards and displayed on a desk whilst the pictures of
the instruments were hung on the board. The students' task was to come to the board and to
match the names with the right pictures.
The questions concerning differences between some instruments were subsequently
given to make students speak actively a little. The differences concerned a different posture
and holding of the violin, the cello and the double bass, the difference in their size, sound etc.
The orchestra
This activity was based on a short text from the book by Deller and Price. I was
reading the text from this book about the arrangement of an orchestra and the pupils were
supposed to come and put the names of every section into the right spot on the picture with an
orchestra after they heard about it from the reading.
Reading and translating
The last task was designed to develop students' reading and translating skills. The text
about Antonn Dvok was downloaded from Wikipedia while its difficulty was adapted
according to the students' level of English. The parts which included practised vocabulary
connected with the instruments and orchestra were chosen preferentially. Hence it is possible
to find words as organ, violist, piano, orchestra and others in the text. One student
after another was asked for loud reading again. He / her was stopped after few sentences and
supposed to translate it into Czech afterwards. Finally the students were required to make
some brief notes about the life of Antonn Dvok into their exercise books, which helped
them to revise main facts about him and subsequently they practised their writing in English.

5.4 Reflecting on piloting

Basic vocabulary and phrases needed for the lesson
Students did not have any serious problems with fulfilling this task. They were not
familiar with some words, so my help was necessary in those cases. During the lesson the

27

vocabulary was trained and therefore the students repeated the usage of them and learnt the
unknown words alongside.
A short revision
When the students were asked about everything they could remember from the period
of romanticism, a long silence came. I expected this will happen since all students in general
are somehow shy and afraid of answering direct questions from the teacher according to my
own experience. Even if a teacher stands in front of a group, in which they know each others
well, the students are unwilling to answer loudly in front of the whole class. Then it was
natural to expect that the pupils will not be able to answer immediately. From that reason
more concrete questions were given to them and any activity or effort was encouraged among
individual students. The pupils were involved into speaking gradually; they created nice
sentences, practised their speaking skills and revised their knowledge from the period of
romanticism at once, although my effort to make them speak had to be quite great.
I believe I could arrange this activity little differently and support speaking of students
more properly. A nice way, how to do it, could be a discussion in couples. I could create the
list of concrete questions from the period of romanticism, divide the students into couples, ask
them to answer the questions and after certain time tell them to share their answers with the
rest of the class.
Creating the names of the instruments
The first exercise was completed very quickly. Essentially, the students had a clear
idea which instrument there is written as an anagram just after one short look, thus I could
aggravate the task somehow, e.g. omit some letters. Nevertheless, it has to be remembered
what Mrs Tomanov said about this group it is said to be a really enormously skilful one
and the students are therefore able to finish all requirements fast. Their quickness while
fulfilling the task may cohere with the fact that I wanted to tell the students not to look into
the list of vocabulary during this exercise but I forgot to do so. I do not know if they were
looking into the list as I devoted my time to preparing next tasks.
Matching the names with the pictures
It was seen that at first the students were shy to come to the board but after the first
brave person did it and succeeded they were coming even without my encouraging and their

28

smiles and a sudden change to more vital behaviour revealed that they liked this task. I
believe I was able to excite their interest due to this activity. They reacted well on the
questions related to the differences between the instruments. Sometimes they were not sure
about some facts; however, they were not afraid to speak and they tried to find the correct
answers.
The orchestra
The pupils enjoyed this activity, too. It was necessary to call the students up namely
sometimes; nevertheless, in the majority of cases they were not shy to stand and come to the
board, which implies that they overtook a part of responsibility for fulfilling the task into their
own hands.
Reading and translating
No serious complications occurred while completing this task. The students just were
not absolutely sure how the date should be read properly, they also hesitated how the Czech
names (of a village, compositions etc.) should be pronounced and a little mistake in
pronunciation or an ending occurred from time to time. The students also did not know how
to translate a word support. The rest of the text was translated without more serious
problems and if the pupil, who was reading the text at that time, did not know anything, the
others from the group were able to help him. At the end of our lesson the students made brief
notes about Antonn Dvok's life.
My evaluation of the piloting lesson is positive. The whole group cooperated really
nicely both with me and with each others. All the tasks were understandable for the students
and they managed to do them successfully. I suppose that my description of single tasks was
clear enough, on the contrary the materials could be aggravated, especially for so matured
pupils. I suppose that my speech was all right as well, which was confirmed by Mrs
Tomanov, whose reflecting will be mentioned immediately.
I was pleasantly surprised how students were able to fulfil the tasks. Their level of
English was also nicely surprising. One may ask, of course, how a group without any
experience with CLIL would react on that type of lesson. I assume that if the materials are
well prepared and the teacher has a clear conception of activities and he knows how to lead
the whole lesson, it would not be hard for students to get used to CLIL lessons.

29

Mrs Tomanov stayed with me after the lesson to communicate me her impressions
from it. She said I had rather strong and distinctive voice, hence it had been easy to assert
myself in front of the class and engage the attention of the pupils. Furthermore, she said it had
been seen the pupils were noticing and accepting my authority. She did not see any problem
with the materials and she assumes they would work well with any other group, although she
highlighted that this group is really a skilful one and for that reason it has to be presumed I
would have to spend more time with explaining single activities and checking students'
understanding with another group. All self-employed work would be more time consuming as
well (e.g. creating the names of the instruments). However, she would not change anything
and let the materials in the form as they were.
As for the created materials in general, I evaluate them as well working. All the aims
of the lesson were sufficiently fulfilled. For instance, the students did not know the word
French horn at the beginning of the Music lesson as it was shown during our first task.
However, they used that word throughout the following activities repeatedly and while
connecting the pictures of the instruments with their names, they did not hesitate and
connected the name French horn with the right picture and during the activity named The
orchestra they understood me when I was reading about French horn section without any
problems. Hence the aim of becoming acquainted with vocabulary of the instruments was
fulfilled and I would not change anything from this point of view. Nevertheless, I only
consider the time spent within the particular lesson and that is why it cannot be stated that the
students learnt the vocabulary with a final validity. It would be essential to come back to the
class and verify the knowledge of the students after some time. It is also worth pointing out
that the students were familiar with all trained vocabulary, so that it is rather difficult for me
to claim if the aim to teach them the names of the instruments was fulfilled because this
statement is based only on usage of one single word and that is already mentioned French
horn.
All other aims were fulfilled, too. The students got knowledge about the way of
playing the chosen instruments when we were talking about it in English and they repeated
what they have learnt about the period of romanticism owing to my questions concerning
specific names of the composers, their works etc. Also the speaking, writing, listening and
reading skills were practised during the lesson.

30

Conclusion
CLIL may function as a means for better education and upbringing. Its advantages
more confident use of a foreign language, a wider range of technical terms, the support of a
multicultural toleration etc. enable students to gain important knowledge and it
consequently brings them more opportunities for further studies or working either in the
Czech Republic or somewhere abroad. Thus CLIL should be practised among the Czech
schools. It is the fact which I have acquired while writing this bachelor thesis.
If someone would like to involve this style of teaching into his teaching practice, one
of the main obstacles could be the shortage of available materials. The publication by Deller
and Price or the one by Mehisto, Marsh and Frigols might be used effectively and easily as
they do not need any changes or just minimal ones. Finished materials are also published on
the websites CLIL Metodick portl RVP.CZ and NUOV Nrodn stav odbornho
vzdlvn (written in Czech) or the websites CLIL, Teaching English by British Council
and CCN, CLIL Cascade Network (written in English). Additionally, various articles, texts
from books, videos and other materials may be found or downloaded for further needs.
Receiving suitable materials is not the end of necessary preparation for a CLIL lesson,
though. The level of language in the materials must be adapted according to the student's
knowledge. The aims of the lesson must be subsequently agreed of both a content subject
and language and all the activities connected to the materials must be described.
At the beginning of my writing I did not know much about CLIL. I was aware of using
certain types of integrated learning but my knowledge was only minimal. However, while
working on the thesis I explored the great benefit which CLIL offers. I am thankful for the
opportunity to become acquainted with this type of teaching and learning and for the
possibility of using it in the real class with the pupils. Owing to this experience I was able to
see the benefits of CLIL. On the contrary, I also realized how time-consuming the preparation
for such type of a lesson may be. For that reason I understand all the teachers who are
complaining about the shortage of suitable materials. Maybe CLIL will be used commonly
after some time when more materials will be available for the teachers.

31

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konference. Ed. Tamara Vov et al. Brno: Masaryk University, 2012. 47 53. Print.
Cismas, Suzana Carmen, and Vajiala, Graziela. CLIL and E-learning. Recent Researches in
Educational Technologies. Ed. Azami Zaharim et al. Penang: WSEAS Press, 2011. 13 18.
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esk koln inspekce. Hodnocen rovn zskanch znalost a dovednost k. Tmatick
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a stednm vzdlvn v obdob let 2006 2009 Feb. 2010: 13 15. esk koln inspekce.
Web. 28 Feb. 2013
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Oxford University Press, 2007. Print.
Dvokov, Markta. Projektov vyuovn v esk kole. Praha: Karolinum, 2009. Print.
English Teachers Network. Who Are Students with Special Educational Needs? English
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Fortanet-Gomez, Inmaculada, and Christine A. Raisanen. ESP in European Higher

Education: Integrating language and content: Teaching Language and Content. Philadelphia:
John Benjamins North America, 2008. Print.
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kol, Sbornk konference. Ed. Tamara Vov et al. Brno: Masaryk University, 2012. 5 13.
Print.
Hladk, Jakub. Multikulturn vchova (Socializace a integrace menin). Zln: Tom Baa
University, 2006. Print.
Insoma. Insoma, sociologick, internetov, mediln, marketingov vzkum. Scorpi, 2001.
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Kelblov, Lucie et al. et ci v mezinrodnm srovnn; esk kolstv ve svtle
dlouhodob zjiovanch vsledk vzdlvn v mezinrodnch etench. Praha: stav pro
informace a vzdlvn, 2006. Print.
Koukal, Milan. Tajemstv lidsk pamti odhaleno. 21st Century May 2010: 55. Print.
Massler, Ute. Primary CLIL and Its Stakeholders: What Children, Parents and Teachers
Think of the Potential Merits and Pitfalls of CLIL Modules in Primary Teaching.
International CLIL Research Journal 1.4 (2012). Web. 29 Jan. 2013.
Mehisto, Peeter, David Marsh, and Mara Jess Frigols. Uncovering CLIL, Content and
Language Integrated Learning in Bilingual and Multilingual Education. Oxford: Macmillan
Education, 2008. Print.
Mikov, Jana. Zkuenosti s metodou CLIL v pedmtu hudebn vchova. CLIL do kol,
Hudebn vchova pro druh stupe Z. Ed. Jitka Kazelleov. Brno: Masaryk University,
2012. 30 35. Print.

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Novotn, Marie, and Marta Kremlikov. Kapitoly ze speciln pedagogiky pro uitele. Praha:
SPN pedagogick nakladatelstv, 1997. Print.
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v kontexte bilingvalizmu. CLIL do kol, Sbornk konference. Ed. Tamara Vov et al. Brno:
Masaryk University, 2012. 21 30. Print.
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Tome Bati ve Zln, 2009.
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Sbornk konference. Brno: Masaryk University, 2012. Print.

34

Appendix 1 the questionnaire

Przkum ohledn vyuovac metody CLIL
Ven pan a ven pnov. Jsem studentka tetho ronku Pedagogick fakulty v Brn a
pu nyn bakalskou prci pojednvajc o vyuovac metod CLIL vysvtleno ne. Rda
bych udlala mal przkum, co si o tto metod myslte Vy osobn. Przkum je anonymn a
vsledky z nj pouiji pouze ve sv bakalsk prci. Vem dkuji za ochotu!
CLIL Content and Language Integrated Learning je vyuovac metodou, pi kter se st
obsahu odbornho pedmtu (djepis, biologie, fyzika, hudebn vchova, matematika)
odu v cizm jazyce. Nejastji se st pedmtu u v anglitin. Metoda CLIL m u k
rozvjet pasivn i aktivn pouvn cizho jazyka, pipravovat je na budouc kariru,
vychovvat k multikulturn toleranci a roziovat jejich odborn znalosti v cizm jazyce.
1. Slyeli jste u nkdy o metod CLIL?
a) ano
b) ne
2. Mli jste monost setkat se s metodou CLIL osobn?
a) Byl/a jsem ptomn na hodin, kde se CLIL pouval.
b) Vidl/a jsem video s touto metodou.
c) Vidl/a jsem materily, kter se pro CLIL pouvaj.
d) Slyel/a jsem odbornka mluvit o tto metod.
e) Jin zkuenost.
Prosm,
specifikujte________________________________________________________.
f) S metodou jsem se nikdy osobn nesetkal/a.
3. Myslte si, e CLIL me bt pro ky pnosn?
a) urit ano
b) spe ano
c) spe ne
d) urit ne

35

4. Myslte si, e CLIL me bt pnosn pro uitele? (rozen odbornch znalost

v cizm jazyce, vy sebejistota v mluven v cizm jazyce, rozen rejstk metod
vuky a vyuit zahraninch materil ve vuce)
a) urit ano
b) spe ano
c) spe ne
d) urit ne
5. Dokete si pedstavit, e byste st svho odbornho pedmtu oduili v cizm
jazyce?
a) urit ano
b) spe ano
c) spe ne
d) urit ne
6. Myslte si, e je esk kolstv pipraveno pouvat metodu CLIL?
a) urit ano
b) spe ano
c) spe ne
d) urit ne
7. Co si myslte, e je nejvt pekkou pouvn metody CLIL na eskch kolch?
(mon zakrtnout vce odpovd)
a) Nedostatek uitel ovldajcch odborn pedmt i ciz jazyk.
b) Nedostatek materil pro vuku.
c) Neochota k uit se odborn pedmt v cizm jazyce.
d) Nedvra ze strany rodi k.
e) Neochota ze strany veden koly.
f) Jin dvody.

Dkuji Vm za V as a ochotu.
Jaroslava Kuncov

36

Appendix 2 vocabulary and phrases needed for a CLIL

lesson of Music
Vocabulary
hudba music [mjuzk]
skladatel a composer [ kmpz]
dlo work [wk]
skladba composition [kmpzn]
opera opera [pr]
romantismus romanticism [rmntszm]
orchestr orchestra [kstr]
dirigent a conductor [ kndkt]
koncert concerto [kntet]
hudebn nstroj instrument [nstrment]
housle violin [valn]
viola viola [vl]
violoncello cello [tel]
kontrabas double bass [dbl bes]
prvn / druh housle the first / the second violin [ fst / seknd valn]
fltna flute [flut]
hoboj oboe [b]
klarinet clarinet [klrnet]
fagot bassoon [bsun]
lesn roh French horn [frent hn]
trumpeta trumpet [trmpt]
pozoun (trombone) trombone [trmbn]
bic nstroje percussion [pkn]
harfa harp [hp]
klavr piano [pn]
varhany organ [gn]
opakovn revision [rvn]

37

Phrases
obdob romantismu the period of romanticism
eknte mi prosm, co vte o obdob romantismu. - Tell me please what you know about the
period of romanticism.
eknte mi ve, co si pamatujete. Tell me anything you can remember.
Psmena jsou pehzen. - The letters are messed up.
Pokuste se je seadit do sprvnho poad. Try to arrange them into the right order.
Pokuste se piadit k obrzku sprvn nzev nstroje. Try to match the pictures with the
right names of the instruments.
Vdy, kdy uslyte o umstn njak sekce nstroj, pijte k tabuli a umstte sekci na
sprvn msto v orchestru. Every time you hear about the position of a section of the
instruments come to the board and place the section on the right spot in the orchestra.
tte a pekldejte. Read and translate.

38

Appendix 3 my materials for a CLIL lesson of Music

Vocabulary / phrases in Czech

Vocabulary / phrases in English

Pronunciation

hudba

music

*mjuzk]

skladatel

a composer

[ kmpz]

dlo

work

[wk+

skladba

composition

[kmpzn]

opera

opera

[pr]

romantismus

romanticism

[rmntszm]

orchestr

orchestra

[kstr]

dirigent

a conductor

[ kndkt]

koncert

concerto

[kntet]

hudebn nstroj

instrument

[nstrment]

housle

violin

[valn]

viola

viola

[vl]

violoncello

cello

[tel]

kontrabas

double bass

[dbl bes]

prvn / druh housle

the first / the second violin

* fst / seknd valn]

fltna

flute

[flut+

hoboj

oboe

[b]

klarinet

clarinet

*klrnet]

fagot

bassoon

[bsun+

lesn roh

French horn

[frent hn+

trumpeta

trumpet

[trmpt]

pozoun (trombn)

trombone

[trmbn]

tuba

tuba

*tj ub]

bic nstroje

percussion

[pkn]

harfa

harp

[hp+

klavr

piano

[pn]

varhany

organ

[gn]

obdob romantismu

the period of romanticism

[ prd v rmntszm]

39

Exercise number 1 create the names of the instruments

LOLEC

NOVILI

LEFUT

ITECLNAR

RAPH

TUPERMT

HENFRC NORH

NAPOI

OMONTEBR

Exercise number 2 read and translate

Antonn Leopold Dvok
Antonn Leopold Dvok was born on 8 September, 1841 and he died on 1 May, 1904. He
was a Czech composer. Dvok frequently used features of the folk music of Moravia and his
native Bohemia (now it is known as the Czech Republic).
Antonn Dvok was born in Nelahozeves, which is a little village near Prague. Dvok
studied organ playing on an organ school in Prague. He began writing his first compositions
at the age of 20. In the 1860s, he played as a violist in the orchestra and he also taught piano
lessons. In 1873, he married Anna ermkov. He left the orchestra and began working as an
organist in the church. He wrote several compositions during this period. Johannes Brahms
and Eduard Hanslick liked Dvok's music and they supported him as a composer.
There was a premiere of his cantata Stabat Mater in 1880. After the premiere Dvok visited
the United Kingdom and became popular there. He decided to write a composition for
London. The composition is called the Seventh Symphony. Then he visited Russia in 1890
and when he came back to Prague, he worked as a professor at the Prague Conservatory.
Dvok moved to the United States in 1892 and he became the director of the National
Conservatory in New York City. He also composed during this period very much. After some
time he decided to return to Bohemia. When he died, he left several unfinished works.
Dvok's best known works are New World Symphony, the "American" String Quartet, the
opera Rusalka and his Cello Concerto in B minor. His composition for the piano called
Humoresque is also known very well. He has been described as a very talented composer and
player of his time.
Zdroj: Antonn Dvok. Wikipedia, The Free Encyclopedia. Wikipedia, The Free Encyclopedia, 14 Dec. 2012.
Web. 19 Feb. 2013.

40

Pictures of the materials for the CLIL lesson of Music

Picture 1 the names of the instruments

Picture 2 the pictures of the instruments

41

Picture 3 the pictures of the instruments

Picture 4 the pictures of the instruments

42

Picture 5 the pictures of the instruments

Picture 6 the picture of an orchestra with the names of the instrument sections

43

Picture 7 the picture of the text about an orchestra from the book Teaching Other Subjects
Through English by Deller and Price

44