APPLYING PROJECT-BASED LEARNING IN ORGANIZING OF CONTENT AND LANGUAGE INTEGRATED TEACHING FOR SUBJECT "NATURAL SCIENCE" GRADE 6

Abstract

Over the past two decades, Content Language Integrated Learning model (CLIL) has been attracting the attention of many researchers of the world and Vietnam. Model CLIL focuses on teaching specialized content via a means of communication, which is a foreign language or a second language, considered a factor that creates qualitative change in teaching activity. This model achieves dual goals, both creating interest in learning and improving the quality of subject learning. It also contributes to the development of foreign language skills. To teach CLIL effectively, it is necessary to apply appropriate teaching methods, including project-based teaching. Through theoretical research methods, experimental methods and mathematical statistics, this article focuses on providing the procedure of applying project-based teaching in organizing CLIL teaching activity as well as discussing preliminary results through analyzing a case study implemented in the subject of “Natural science” for grade 6. Through initial experimental results, it has been confirmed that teaching integrated content and language with the application of project-based teaching is more effective than traditional teaching in improving cognitive ability of natural sciences and vocabulary receptive ability.