• Ask questions related to Vietnam and its capital city then link to the lesson's topic: Nepal and its capital city

• Elicit the meaning of 'capital'

• Teach vocabulary by reading first and read through the text 'Capital city of Nepal' (using cloze text)

• Check answers and explain meaning of the words through the context

• Let Ss decide statements from the text if they are 'true' or 'false' without re-reading the text

• Let Ss talk about weather and activities that they like in a city in Vietnam

Observations:

• Ss struggled a lot when they tried to understand meanings of words (They kept asking for meaning of words in L1)

• Ss struggled to understand the text and complete the cloze text

• Ss learned the content quite well but not sure if they remembered the new vocabulary well.

In my procedure, there are three activities where students can learn about the raw materials. In the first activity, they match the puzzle pieces (example in picture 1). To elicit knowledge, I ask questions about objects in the class: T: What’s the table made of? What’s the window made of? After that, in activity 2, students have the chance to classify these materials into three categories: animal, mineral and plant. I ask (Is metal a mineral or Does wood come from an animal or plant?) In the third activity, students identify the objects on the worksheet in pairs by asking and answering the question (picture 2) A: What’s + object + made of - B: The + object + is made of + material By the end of the lesson, students are able to imagine what everyday objects are made of and to write about it: I’ve got a leather pencil case.

From my observation, students were interested in the lesson, and they engaged in it better instead of learning two subjects individually. They were allowed to interact more with their friends and gained a deeper understanding of various materials in their lives. However, some of them who are at a lower level or shy struggle to learn with this new approach. Sometimes, they were so young that they could not remember all the vocabulary and were confused about some categories when classifying. They also had difficulty in making sentences with new objects because they could not realise the materials.

Students were highly engaged throughout the lesson, especially during the kinesthetic activities such as the “Simon Says” game and the group demonstrations. These physical and interactive tasks created an enjoyable atmosphere and encouraged both active and passive learners to participate. The use of visual aids, group collaboration, and the reward system proved effective in motivating students and maintaining their attention. Particularly, the speaking tasks were well-scaffolded, guiding students step-by-step from vocabulary and linking word review to structured speaking practice. This progression helped boost their confidence and ensured that they were equipped with the language needed for success.

Applying the CLIL framework, the lesson effectively incorporated the “language of learning” (exercise-related vocabulary and functional structures), “language for learning” (classroom communication and instruction giving), and “learning through language” (developing understanding of physical routines through English). This integration not only enhanced linguistic competence but also allowed students to apply language in a meaningful and practical context.

One limitation observed was the lack of cultural content. Although the lesson was successful in meeting linguistic and cognitive objectives, it did not address how different cultures approach health and exercise. Including a brief segment on traditional exercises around the world, such as Yoga from India or Tai Chi from China, could have enriched the cultural dimension of the lesson. However, this choice was made consciously to prioritize language clarity and avoid overloading students at their current proficiency level.

In conclusion, the lesson was effective in promoting student engagement and achieving its communicative goals. The use of CLIL allowed students to learn English actively and contextually. Going forward, incorporating more cultural elements, even in a simple or visual form, could further broaden students’ perspectives and align the lesson more closely with global learning outcomes.