Clil Module

CLIL MODULE FOR THE THIRD-GRADE OF AN
INDONESIAN VOCATIONAL HIGH SCHOOL
The Elements of Writing Accuracy

Cause and effect relationship clauses, active and passive voice, modal auxiliaries and
selected tenses (present tense, past perfect tense and future tense)
Author: Faisal Idris
National University of Malaysia

Foreword
The writer is concerned about the current situation of education in Aceh, where many
students show little motivation to improve their writing performance while learning
English in the classroom and even some of them think that writing abilities is not vital to
learn. Furthermore, this module will employ the CLIL approach in an effort to enhance
students' logical thinking in relation to their writing abilities.
This module is the culmination of the author's work on a dissertation for the
Doctor of Philosophy programme in Teaching English as a Second Language (TESL) at
the Faculty of Education, National University of Malaysia. It is hoped that students'
critical reasoning abilities and their interest in learning about certain writing topics will
be significantly impacted by this module.
Thanks to the supervisors, Dr. Nur Ehsan Bin Mohd Said and Dr. Nur Ainil
Sulaiman, for devoting a significant amount of time and knowledge to enable the writer
to complete this module. Following that, gratitude is extended to the specialists who
assisted in the module's validation procedure.
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CONTENTS
Page
Cover.............................................................................................................................. i
Foreword........................................................................................................................ ii
Contents......................................................................................................................... iii
CHAPTER I MODULE INSTRUCTION............................................................... 1
CHAPTER II INTRODUCTION............................................................................... 3
A. Definition of CLIL Approach ............................................................................ 3

B. CLIL Implementation Steps................................................................................ 4
CHAPTER III Learning Aims, Brief Description and Conceptual Map................ 7
A. Learning Aims ................................................................................................... 7

B. Brief Description ................................................................................................ 8
C. Module Conceptual Frameworks ....................................................................... 9
CHAPTER IV CLIL Approach Implementation...................................................... 10
A. Lesson 1: Cause and Effect Relationship Clauses ............................................. 14

B. Lesson 2: Active and Passive Voice................................................................... 20
C. Lesson 3: Modal Auxiliary Verbs ...................................................................... 28
D. Lesson 4: Present Tense, Past Perfect Tense and Future Tense ........................ 35
CHAPTER V CONCLUSIONS................................................................................. 59
ANSWER KEY............................................................................................................. 62
REFERENCES ............................................................................................................. 72
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CHAPTER I
MODUL INSTRUCTION
In order to make this module easier to use, a few components should be mentioned. The
portions of the problem statements, the instructional materials, the exercises, and the
activity sheets for the students' projects make up this module. Specific guidelines are
provided in each section.
1. Problem statement
In this section teachers and students are presented with contextual problems that
correspond to the concept of CLIL approach on obtaining students’ writing
accuracy and learning motivation. Teachers and students are asked to understand
and explore all the information given in this problem statement, because the main
objective of this module is to find a solution to the given problem. Teachers and
students must explore every knowledge related to solving these problems from
books, journals, news, and other sources.
2. Learning material
This unit introduces four foundational ideas that can be applied to the topic at hand.
Ideas such as cause and effect relationship clauses, active and passive voice, modal
auxiliaries, and selected tenses (present tense, past perfect tense, and future tense).
Since the information offered is so broad, it is assumed that students will have no
trouble grasping it all and will have no trouble using technology to complete the
included exercises and activity sheets.
3. Exercises and answer key
The purpose of the activity is to gauge how well the students comprehend the
subject that has been covered. Students can compare their responses to the provided
answer keys.
4. Worksheet for class projects

Students should pay close attention to the detailed instructions provided on their
individual student project activity sheets, as this portion constitutes the bulk of the
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module. There are explicit directions for how to finish each stage. Groups of four or
five persons work on each task for the project.
CHAPTER II
INTRODUCTION
A. Definition of CLIL approach
CLIL describes an evolving approach to teaching and learning where subjects are taught
and studied through the medium of a non-native language. The CLIL strategy, above all,
involves using a language that is not a student native language as a medium of
instruction and earning for primary, secondary and/or vocational-level subjects such as
maths, science, art or business (Mehisto et al. 2008) . However, CLIL also calls on
contents teachers to teach some language. In particular, content teacher — need to
support the learning of those parts of language knowledge that students are missing and
that may be preventing them mastering the content. Ohlberger & Wegner (2019 p. 2)
stated that “CLIL modules, on the other hand, are a rather short-term implementation of
teaching a content subject in a second or foreign language”.
The teacher's perspective on achieving the objectives of the teaching and learning
process that will be implemented in the classroom is reflected in the learning method.
The background of the teacher, the background of the student, the learning objectives,
the setting, and the resources possessed by the school all have a significant impact on
the method of instruction chosen (Richards & Rodgers 2014; Schunk 2012) . Learning
must paint a realistic picture for students and adhere to the government-established
curriculum. In the Indonesian educational system, schools have implemented an
autonomous curriculum programme with a focus on project-based learning for the
2022–2023 academic year. 20–30% of class time in the autonomous learning curriculum
is devoted to project-based learning, which helps students develop their personalities
and develop Pancasila student profiles (Makarim 2022).
There are many advantages to the CLIL approach: it develops confident learners
and enhances academic cognitive processes and communication skills. CLIL encourages
intercultural understanding and community values. In addition, research shows that
learners become more sensitive to vocabulary and ideas presented in their first language
as well as in the target language and they gain more extensive and varied vocabulary. In
Secondary schools, research indicates that, CLIL helps students become more proficient
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in English, and it does not have a detrimental impact on either the students' L1 skills or
their subject-matter expertise (Coleman 2006).
The goals of a CLIL approach to teaching English in the classroom are twofold: to
help students gain knowledge and proficiency in English and to inculcate a value for the
language itself (Coyle et al. 2010) . The Content and Language Integrated Learning
(CLIL) approach is built around getting students to focus on and fully comprehend the
language itself as the foundation of all knowledge. In addition, the knowledge
disciplines that can be assumed to be part of CLIL can be incorporated into the CLIL
approach. The ideas of the CLIL approach will be studied and refined for use in project
planning or as the basis for problem-solving project development.
Different key concepts serving as bases for the model are discussed: the Four Cs
Framework (Content, Cognition, Communication and Culture); the Triptych Approach
(Language of, for and through learning); The CLIL Matrix and the scaffolding practices
that best identify the model (Castro-García 2017). Moreover, different components of
CLIL and their interrelation-ships have been considered in order to form a conceptual
map for understanding CLIL. The 4Cs Framework integrates four contextualized
building blocks: content (subject matter), communication (language learning and using),
cognition (learning and thinking processes) and culture (developing intercultural
understanding and global citizenship).
B. CLIL Implementation Steps
Successful CLIL practice is likely to require teachers to engage in alternative ways of

planning for effective learning. This recognizes that, for busy professionals, this is a
challenge. Connecting theoretical ideas to changing practice requires time, patience and
professional support. This section suggests processes and tools which can be changed or
adapted to suit any context without compromising the need to address fundamental
issues of effective and appropriate integration of content and language learning. In so
doing, it takes account of integrating content learning and language learning within
specific contexts and acknowledges the symbiotic relationship that exists between these
elements. It suggests that effective CLIL takes place as a result of this symbiosis,
through progression in knowledge, skills and understanding of the content; engagement
in associated cognitive processing; interaction in the communicative context;
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development of appropriate language knowledge and skills; the acquisition of a

deepening intercultural awareness, which is in turn brought about by the positioning of
self and ‘otherness’.
Moreover, implementing the CLIL approach to develop students' writing accuracy

in a vocational high school setting involves several steps. Here's a concise outline of the
process:
1. Identify relevant vocational subjects: Determine the vocational subjects or topics

that require written communication skills. These could include technical reports,
project proposals, or workplace communication.
2. Define writing accuracy goals: Specify the specific areas of writing accuracy
that need improvement, such as grammar, vocabulary, punctuation, or sentence
structure.
3. Integrate language instruction: Incorporate explicit language instruction within
the vocational subjects. Teach grammar rules, vocabulary related to the
vocational field, and writing conventions specific to the context.
4. Model and practice writing accuracy: Provide models and examples of accurate
writing in the vocational context. Guide students in analyzing and understanding
the language features that contribute to accuracy. Offer ample opportunities for
guided and independent writing practice.
5. Provide feedback and corrective guidance: Regularly assess students' writing
and provide targeted feedback on areas of improvement. Offer corrective
guidance and strategies to enhance writing accuracy. Emphasize the importance
of proofreading and self-editing skills.
6. Scaffold writing tasks: Break down complex writing tasks into manageable
steps. Provide scaffolding techniques, such as graphic organizers, writing
templates, or checklists, to support students in organizing their ideas and
structuring their writing accurately.
7. Promote peer collaboration: Encourage students to work in pairs or small groups
to provide feedback on each other's writing. Peer collaboration enhances
language production and helps students identify and correct errors
collaboratively.
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8. Use authentic materials: Integrate authentic texts and writing samples from the
vocational field to expose students to real-world examples of accurate writing.
Analyze and discuss these materials to improve students' understanding of
writing accuracy in the vocational context.
9. Monitor progress and adjust instruction: Continuously monitor students'
progress in writing accuracy and adjust instruction accordingly. Differentiate
instruction based on individual needs, providing additional support or challenges
as required.
10. Reflect and revise: Encourage students to reflect on their writing accuracy
development, identifying areas of improvement and setting personal writing
goals. Reflective activities, such as self-assessment or journaling, can enhance
metacognitive awareness and self-directed learning.
By following these steps, the CLIL approach can effectively enhance students'
writing accuracy in a vocational high school setting. It combines language instruction
with vocational content, enabling students to develop the specific writing skills
necessary for their future careers.
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CHAPTER III
LEARNING AIMS, BRIEF DESCRIPTION AND CONCEPTUAL MAP
A. Learning Aims
This CLIL module aims to achieve two primary goals: enhancing EFL/ESL students'
writing accuracy and increasing their learning motivation. Here's a concise description
of these aims:
1. Enhancing Writing Accuracy:
 Develop grammatical proficiency: The CLIL module focuses on teaching

grammar rules, structures, and conventions relevant to the vocational field. It
aims to improve students' understanding and application of grammar in their
writing, leading to increased accuracy.
 Expand vocabulary knowledge: The module emphasizes the acquisition and

use of technical vocabulary and terminology related to the vocational
subjects. This expands students' vocabulary repertoire, enabling them to
express their ideas accurately and precisely in written form.
 Improve sentence structure and coherence: Through guided instruction and

practice, the module helps students improve sentence construction,
coherence, and cohesion in their writing. It emphasizes the use of appropriate
transitions, sentence variety, and logical organization of ideas.
 Enhance proofreading and editing skills: The CLIL module emphasizes the
importance of revising, proofreading, and self-editing. Students are taught
strategies to identify and correct errors in their writing, resulting in increased
accuracy and attention to detail.
2. Increasing Learning Motivation:
 Relevance to vocational context: The CLIL module connects language

learning with the vocational subjects, making the language instruction more
meaningful and relevant to students' future careers. This enhances their
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motivation to learn and apply language skills in practical and professional

contexts.
 Authentic materials and tasks: The module incorporates authentic materials,

such as real-world texts, technical documents, or workplace scenarios. It also
includes writing tasks that simulate real-life vocational situations. This
authenticity motivates students by providing them with a glimpse of the
language and skills they will need in their future professions.
 Collaborative and interactive learning: The CLIL module promotes

collaborative and interactive learning experiences, encouraging students to
work together on writing tasks, provide feedback, and engage in discussions.
This collaborative environment fosters motivation through peer interaction
and support.
 Success and achievement orientation: The module provides opportunities for

students to succeed and experience a sense of achievement in their writing.
Incremental tasks, clear learning goals, and regular feedback contribute to
students' self-efficacy and motivation to continue improving their writing
skills.
 Cultivation of learner autonomy: The CLIL module encourages students to

take ownership of their learning and develop autonomy. It incorporates
reflective activities, self-assessment, and goal setting, empowering students to
actively engage in their language learning process and foster intrinsic
motivation.
By aiming to enhance writing accuracy and increase learning motivation, the

CLIL module in an Indonesian vocational high school setting promotes effective
language learning while preparing students for their future careers
(Villarreal & Lázaro-Ibarrola 2022)
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B. BRIEF DESCRIPTION
This CLIL module presents to the main problem that that should be excecuted by the the
Third-Grade student of Vocational High School (VHS) in the areas of their writing
accuracy and accessing their learning motivation.
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Students are involved in understanding the theoretical concepts that emerged in

several parts of writing accuracy such as cause and effect relationship clauses, active
and passive voice, modal auxiliaries, and selected tenses (present tense, past perfect
tense, and future tense). In this case, it is hoped that students will be able to deduce the
solution from the variety of differences between such clauses in theoretical and practical
implementation.
Furthermore, typical of students' learning motivation, such as internal and external

motivation, are accessed through the implementation of the CLIL approach in
enhancing their knowledge on writing accuracy. These circumstances are investigated in
collaboration with the target school's English teacher during the intervention phases
C. Module Conceptual Frameworks
CLIL Module
Writing Accuracy Learning Motivation
Cause and effect relationship clauses, active and passive voice,

modal auxiliaries, and selected tenses (present tense, past perfect
tense, and Definitions
future tense) Functions
Exercises
Outcomes CLIL Implementation
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CHAPTER IV
CLIL APPROACH IMPLEMENTATION
CLIL is an interdisciplinary approach that combines content and language learning. By
integrating accurate writing instruction within meaningful content, students can develop
their language skills while deepening their understanding of subject matter, leading to
improved accuracy and motivation in writing. Therefore, this CLIL writing module is
developed based on the materials adapted and adopted from the Curriculum/syllabus of
the Third-Grade Vocational High School in Indonesian setting as in Table 4.1 and 4.2.
The following lessons will address to the CLIL implementation in this module:
Table 4.1 Class XII Outline of Topics English

Class XII  Transactional interaction (causal relationship; such…that; so…that
 Transactional interaction (modifiers; prepositional phrase, adjectival
clause, fine and non-finite verbs)
 Transactional interaction (description/circumstance; finite and non-
finite clauses)
 Transaction interaction (occurrence; conditionals, past and past perfect)
 Transactional interaction (contrasting relationships; unless, however,
on the other hand, in contrast, nevertheless
 Scientific discussion text (gist, discussion of controversial actual
issues)
 Transactional interaction (concessions; although, even though)
 Written text reviews related to book, movie, or story
 Song lyrics (gist)
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Table 4.2 The part of Grade-Three syllabus for CLIL approach intervention
English Syllabus
Education Unit : SMK Negeri 3 Lhokseumawe
Subject : English
Class : XII
Core Competences :
KI 1: Living and practicing the teachings of the religion they adhere to
KI 2: Living and practicing honest behaviour, discipline, responsibility, caring

(mutual cooperation, cooperation, tolerance, peace), polite, responsive and pro-active
and showing attitude as part of the solution to various problems in interacting
effectively with the social and natural environment as well as in placing oneself as a
reflection of the nation in the association of the world.
KI 3: Understanding, applying, analyzing and evaluating factual, conceptual,

procedural and metacognitive knowledge based on curiosity about science,
technology, arts, culture and humanities with insights into humanity, nationality,
statehood and civilization related to the causes of phenomena and events, and
applying procedural knowledge in a specific field of study according to their talents
and interests to solve problems.
KI 4: Processing, reasoning, presenting, and creating in the realm of concrete and

abstract realms related to the development of what one learns at school independently
and acts effectively and creatively, and is able to use methods according to scientific
rules.
Basic Competence Indicator of Core Materials
Competences Outcomes
3.24 Analysing the social 3.24.1 Analysing the  Social Function
function, text structure, and social function of Understanding the
linguistic elements of spoken transactional texts which function on the use of
and written transactional involve giving and asking cause - and - effect
interaction texts that involve for cause-and-effect relationship sentences
the act of giving and asking information
for information related to  Text Structures
causal relationships, 3.24.2 Analysing sentence Because: Independent
according to the context of its structures about cause- clause (I didn’t go to
use (look at linguistics and-effect relationships work because I was ill)
element: because of..., due Because of: preposition
to..) 3.24.3 Analysing (I didn’t go to work
linguistic elements in the because of illness)
form of words used in Due to: preposition
cause-and-effect sentences (due to some reports
today, I believe there
4.24.1 Arranging will be hard rain in our
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4.24. Composing texts of oral written texts consist of the area)

and written transactional questions around Asbabun  Linguistics element
interactions that involve the Nuzul surat Al-Alaq, the use of word “why”
act of giving and asking for verses: 6 with cause – and- because of…, due to
information related to causal effect sentences. …, in the reason of …,
relationships, taking into since…owing to…
account social functions, text
structures, and the proper
contexts of linguistic
elements.
3.25 Analysing the social 3.25.1 Analysing the Social function:
function, text structure and social function of written Delivering fact-based
linguistic elements of report information about
transactional interaction texts religious and social
which involve the act of 3.25.2 Analysing the activities at SMK
giving and asking for correct use of report Negeri 3
information related to report writing
presentation orally. Text Structures
3.25.3 Analysing the - Title
linguistic elements used in - Classification
writing a report (general statement)
- Aspects of report
- General Definition
4.25 Compile oral - Detail explanation
4.25.1 Preparing a report
transactional interaction texts - Closing
that involve the act of giving in writing
and asking for information Linguistics element
related to the presentation of Conjunction
reports by taking into account Active dan passive
social functions, text voice
structures and linguistic
elements that are correct and
in the context of their use in
the world of work
3.27 Analysing the social 3.27.1 Aanalysing the Socil Function:
function, text structure, and social function, text Text structures
linguistic elements of spoken structure, and linguistic
and written interpersonal elements in the expression Offering
interaction texts that involve of offering services and  Can/may I help you?
the act of offering services responding correctly  What can I do for
and responding to them, you?
according to the context of 3.27.2 Analysing the text  Do you want to joint
their use (look at linguistics structure of the dialog us?
elements May I help you? offering services  Would you like me
What can I do for you? What to ….
if ...?) 3.27.3 Analysing linguistic Accepting
elements in dialogues  Yes, please
offering services  Yes, of course
 That’s very kind of
you
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4.27.1 Composing spoken  I appreciated that

4.27 Composing simple and written texts to state  That would be
spoken and written and respond to expressions marvellous
interpersonal interaction texts of offering services  Thanks, I’d love to
that involve the act of correctly Refusing
offering services, and a. Thank you for your
responding by paying kindness but I can do
attention to social functions, it myself
text structures, and proper b. Please don’t be bother
contexts of linguistic c. I’m sorry I can’t. I
elements. have to
d. Not for me, thanks.
Linguistics element
Modal Auxiliaries
3.28 Analyzing the social 3.28.1 Analysing the social Social function:
function, text structure, and function of the text of a
linguistic elements of several job application letter Text structures:
special texts in the form of a equipped with a CV Address of the
job application letter, by applicant
giving and asking for 3.28.2 Analysing the Address of the
information related to structure of the text of a company
identity, educational job application letter and The applicant
background / experience CV Opening
according to the context of its Body of the letter
use 3.28.3 Analysing the Closing
linguistic elements of the Signature
text of a job application
letter
4.28 Compile a special text of

a job application letter, which 4.28.1 Compile a job
provides information application letter and Linguistics element
including identity, Curriculum Vitae
educational background/work Simple present tense
experience, taking into Past perfect tense
account social functions, text Future tense
structure, and linguistic
elements, correctly and in
context
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A. Lesson 1: Cause and effect relationship clauses
 Cause and effect relationship clauses ‘WHY’

1. because of
2. due to
3. in the reason of
4. since
5. owing to
1. What Does Cause and Effect Mean?
Cause and effect mean that things happen because something prompted them to happen.
A cause is why something happens. An effect is what happened. For example, you have
a picnic planned for Sunday afternoon. However, the weather becomes stormy and you
have to cancel your outdoor plans.
In this situation, the cause is the stormy weather and the effect of that stormy
weather is the picnic cancellation.
Cause and effect are intertwined. American poet Ralph Waldo Emerson said,
“Cause and effect are two sides of one fact.” You can’t have an effect without a cause,
nor can you have a cause without an effect. In cause-and-effect relationships, there may
be multiple causes and multiple effects. The relationship may cycle on with a cause
leading to effects that become a cause for more effects!
Let’s say that you oversleep and are late to a meeting and, because you’re late to
the meeting, you miss out on the delicious pastries the boss brought in. Since you
missed the pastries, you’re hungry and aggravated. This may in turn have an effect on
your next interaction with a colleague or client.
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2. Examples of Cause and Effect in Sentences

Cause and effect sentences show a clear, direct relationship between events. They show
how one event or action triggers an outcome.
 I ate tons of junk food, so now I feel sick.
 I feel sick because I ate tons of junk food.
These sentences have the same cause and effect presented in a different order.
These sentences share the same meaning and show the same relationship. In the next
five sentences, determine which comes first, the cause or the effect.
 He lied to me, so I ended our relationship.
 Since I was up all night with my sick child, I’m exhausted this morning.
 She never gave up on her writing, and now she’s published a book!
 They could finish the race because they had trained for it so diligently.
 They gave the restaurant a critical review because their food was burnt to a crisp.
In the first three sentences, the cause comes first. In sentences four and five, the
effect comes first.
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3. Lesson Plan
CLIL Lesson Plan
Writing Accuracy class
Group: Third-Grade Time: 4 x 45 minutes
Topic: Cause and effect relationship clauses
Previous Knowledge/Skills: Dependent and independent clauses
Aim(s):
 To introduce cause and effect relationship clauses

 To compare similarities and differences to the functions of cause-and-effect
relationship clauses
 To compose texts of written transactional interactions that involve the act of
giving and asking for information related to causal relationships
Teaching Objectives Learning Outcomes
A. Content B. Content
 The function of cause-and-effect  Students acquire the vocabulary

relationship clauses in learning English. related to the unit
 The use of cause-and-effect relationship  Students are encouraged to write
clauses in written communication simple sentences consist of cause-
and-effect relationship vocabulary
such as because of, owing to, to
identify the ‘Why’ question etc.
C. Cognition (Functions) B. Cognition
 Evaluate: determine the possible  Students are able to describe the

outcomes of processes use of cause-and-effect relationship
 Analyse (write sentences based on the clauses in certain discourse or
given topic) utterances
 Understand: arrange sentences from the  Students understand the function
words given and identify the differences cause-and-effect relationship
among them clauses in contexts
 Students identify and arrange
properly the cause-and-effect
relationship clauses in a short
paragraph
C. Communication
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C.1 Language of Learning: Key Vocabulary
Writing Accuracy: because of…, due to …, in the reason of …, since…owing to…
C.2 Language for Learning (=language needed to operate in the learning

environment or in a particular lesson)
 Language to combine the sentences

 Language to compose a short paragraph
For example, I have a terrible headache because of ...
 Language to explain the function of a cause-and-effect relationship clauses

 Language to explain how to write cause and effect relationship sentences.
a. because of …
b. due to …
c. in the reason of …
d. since …
e. owing to …
C.3 Language Through Learning
Language for carrying on worksheets
D. Culture/Citizenship
 To associate the contents of the lesson with real world situations

 To be aware and meticulousness while writing cause and effect relationship
sentences.
 To be respectful with partners when working in groups/individual
Materials & resources
Internet hotspot, laptop, English book Grade-Three, worksheets
Teaching plan (type, timing & sequence of activities)
Stages Lesson procedure Justification for the activity (content,

(describe the activities language, cognition, culture)
and time and instructional
strategies)
Lead-in 10 Watch YouTube video To warm up

minutes from native or EFL/ESL
about cause-and-effect
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relationship clauses To revise cause-and-effect relationship

clauses
Presentation Presentation of the The purpose of this activity is to present

concept of cause-and- the concept of cause-and-effect
20 minutes effect relationship clauses relationship clauses.
Teacher picks up and shows 5 sample

sentences from YouTube video and write
them to the board and draws the
similarities and the differences among
them.
Teacher explains that cause-and-effect

relationship clauses have similarities and
differences while writing sentences or
paragraph and asks students to connect a
sentence as in ‘most student this year are
failed in exam due to/because/because of
….
Teacher asks a high-level thinking

activity as in ‘write several sentences
that consist of cause-and-effect
relationship clauses’
Practice 1 Worksheet The purpose of this activity is to listen

and point the words of cause-and-effect
10 minutes Listen and point activity relationship clauses
Practice 2 English book Grade- The purpose of this activity is to listen to

Three: the teacher reading a book about cause-
25 minutes and-effect relationship clauses.
Reading certain texts that
consists of cause-and- Teacher asks questions while reading the
effect relationship clauses book about the cause-and-effect
relationship clauses that appear in the
text –Where do the cause-and-effect
relationship clauses locate?
Students also mention the number of

cause-and-effect relationship clauses on
the text has been read.
Practice 3 Writing less than two or The purpose of this activity is to

three sentences of each encourage Ss to choose cause-and-effect
20 minutes cause-and-effect relationship clauses and produce them in
sentences. The teacher writes a model of
the sentence on the board for instances:
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relationship clauses.
 I have a terrible headache because of
my sleeping time all days.
 The dam burst owing to the heavy
rain
 Owing to the snow, the train was
delayed, etc.
Post-Activities  Recalling students cognitive learning

Conclusion  Language of motivation
5 minutes
Assessment:
Teacher checks on understanding and adjusts instructions to keep students on track.

No grades or scores are given. Incidential observation and guiding students'
understanding.
4. Exercises
I. Complete the sentences on the box below. The first one has been done for
you!
because of his bad study habits
He failed the test
II. Fill cause and effect conjunctions into the correct boxes below
1. They travelled to India they wanted to try traditional Indian
food.
2. He doesn’t agree with her, her absurd ideas.
3. I decided to buy natural yoghurt John wants to be healthy.
4. We were not invited to the party, we had our own party at
home
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5. We were very hungry, we ordered a pizza.

6. I couldn’t drive for a year of the accident.
7. He wanted to find a new job, he started looking for one.
In a reason of Due to/owing to Therefore Since/as

Because Since/ As So
III. Write your own sentences from each cause-and-effect relationship word
that you have learned. The first sentence has been done for you.
Because of Due to In reason of Since Owing to
E.g., your bank account has to be kept by strong security code in the reason of black
hacker attack.
1. _________________________________________________________________
2. _________________________________________________________________
3. _________________________________________________________________
4. _________________________________________________________________
5. _________________________________________________________________
B. Lesson 2: Active and passive voice
1. Definition of Active and Passive Voice
Sentences can be described as active or passive. Sentences are usually constructed using
the active voice with a subject, verb and object. Using the passive voice is a way of
writing sentences so that the subject has the action 'done' to it – the object of the
sentence comes first. The passive voice can be useful for making writing sound more
formal and objective by focussing on the result of an action rather than the person doing
the action
a. Active voice
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In a sentence written in the active voice, the subject of the sentence performs the action.
Sentences which use the active voice are usually more straightforward to understand as
they are clear and direct.
Both these sentences use the active voice:
 The winner of the race lifted the trophy.

 The doctor examined the patient.
The subject 'the winner of the race' performs the action described by the verb 'lifted'.
The subject 'the doctor' performs the action described by 'examined'. The subjects are all
doing something – they are all taking action in these sentences.
b. Passive voice
In a sentence written in the passive voice the subject is acted on by the verb.
Active: The puppy chewed the toy.

Passive: The toy was chewed by the puppy.
Passive: The toy was chewed.
To create the passive voice, add the verb 'to be' (in the correct tense) and then the
main verb. Often a preposition such as 'by' is also used.
For example: The patient was (past tense of to be) examined (verb) by (preposition) the
doctor. Exams have to be taken every year by pupils
c. Active versus passive
Using the active voice in a sentence often means less words are used than in the passive
voice.
For example:
 Passive: The books were collected by the teacher. (7 words)
 Active: The teacher collected the books. (5 words)

22
Passive sentences can cause confusion because they can be vague about who is
responsible for the action. For example, ‘A goal was scored’. Who scored the goal?
Doesn’t the writer know?
d. Converting sentences to active voice
One way to avoid using the passive voice is to look for a ‘by’ phrase. Rewrite the
sentence so that the subject in the 'by' phrase is closer to the beginning of the sentence.
For example: ‘The exam was passed by the pupil’ would change to ‘The pupil passed
the exam’.
2. Reasons to use the passive voice
Although the active voice is usually the preferred choice, there are sometimes good
reasons to use the passive voice:
 To show interest in the person or object that experiences an action rather than
the person or object that performs the action.
For example, the castle was built in 1066 - we are interested in the castle, not in
who built it.
 Because we don't know or do not want to say who performed the action.
For example, ‘I had the feeling that I was being watched.’ - I don’t know who
was watching me
 To create an authoritative or factual tone.
For example, ‘Pupils are not allowed in the dining hall after 1:45 p.m.’ - it is a
general rule.
23
3. Lesson Plan
CLIL Lesson Plan
Topic: Active and Passive Voice
Previous Knowledge/Skills: Report writing
Aim(s):
 To identify active and passive voices.

 To contrast the functions of active and passive voice in sentences.
 To create written text of transactional interactions that involve the act of giving
and asking for information related to active and passive voice.
 Learning to work in pairs/group
B. Content D. Content
 The functions of active and passive  Students acquire the vocabulary

voice in certain utterances. related to active and passive voice.
 The implementation of active and  Students are encouraged to create
passive voice in sentence structure. simple sentences consist of active
and passive voice such as present,
past and future tenses.
E. Cognition (Functions) C. Cognition

outcomes of processes. use of active and passive voice in
 Analyse (write sentences based on the certain discourse or utterances
given topic).  Students analyse the functions of
 Classification of active and passive active and passive voice
voice  Predict and compare active and
 Understand: arrange active and passive passive voice between two sample
sentences from the given words and sentences.
identify the differences among them.  Students understand in how to
compose the active and passive
sentences in sentences or in a short
paragraph
D. Communication
24
Writing Accuracy: Active and Passive Voice (Present, Past and Future Tenses)

 Language to combine the sentences

 Language to compose a short paragraph
For example:
Emma writes a letter (Active).
A letter is written by Emma (Passive)
I gave him a book for his birthday (Active).
He was given a book for his birthday (Passive).
Emma will write a letter (Active).
A letter will be written by Emma (Passive).
 Language to explain the concepts of active and passive voice

 Language to explain how to make active and passive voices.
a. Present
b. Past
c. Future
Language for carrying on worksheets and tasks, a dictionary is allowed
 To associate the contents of the lesson with real world situations.

 To be aware and meticulousness while composing active and passive voice in
paragraph.
 To be respectful with partners when working in groups/individual.
 To talk about active and passive voice collaboratively.
Internet hotspot, laptop, English book Grade-Three, worksheets and CLIL module

25
Stages Lesson procedure Justification for the activity

(describe the activities
and time and instructional (Content, language, cognition, culture)
strategies)
Lead-in 10  Watching a short movie To warm up.

minutes video from native.
 Reading short To identify and revise active and passive
utterances about active voice.
and passive voice.

concept of active and the concept of active and passive voice.
20 minutes passive voice.
sentences from YouTube video and text
and write them to the board and draws
the differences both of them.
Teacher explains the differences of

active and passive voice differences
while writing sentences or paragraph and
asks students to pay attention on
sentences below:
 Reporters write news reports (active).

 News reports are written by reporters
(passive)
 The company hired new workers last
year (active)
 New workers were hired by the
company last year (passive)
 Etc.

activity as in ‘change these active
sentences to passive voice’
Practice 1 Worksheet 3 The purpose of this activity is to listen

and point the words of active and passive
10 minutes Listen and point activity voice.

Three: the teacher pronouncing several
25 minutes sentences of active and passive voice.
26
Reading certain texts that Teacher asks questions while reading the
consists of passive and book about the active and passive voice
active voice that appear in the text – please identify
the active and passive voice in the text!
Students address the number of active

and passive voice on the text has been
read by the teacher.
Practice 3 Building active and The purpose of this activity is to develop

passive sentences in Ss to create active and passive sentences.
20 minutes present, past and future The teacher writes a model of the
tenses. sentence on the board for instances:
 Michael is baking a brownie

 The customer was being helped by
the salesman when the thief came into
the store.
 They have already discussed the
book.
Post-Activities
Conclusion  Identify the sign of the coordinates
depending on the quadrant.
5 minutes  Understand and asking questions.
 Talk in English in the plenary, giving
answers or conclusions
Assessment:
The outcomes and participation of the students in the different activities, and the final
activity
4. Exercises
I. Task 1: Tick (√) to identify the tenses (present, past and future) from these
active and passive sentences
No Active and passive sentences Present Past Future

27
1 The book has already been discussed

2 He had delivered the letters
3 New workers will be hired by the company
4 She has to deliver the letters
5 New workers were hired by the company last year
6 A brownie is being baked by Michael
7 Have you been told that we are talking to him?
8 I am going to make a cake
9 I made a cake
10 I had made a cake
II. Task 2: Please underline the active and passive sentences from a short
paragraph below! The first one has been done for you.
Active Voice
Drinking coffee is something that many professionals recommend because it

makes it possible to study in a more energetic and concentrated way thanks to
coffee. This is exactly what we all need.
Passive voice
After the assignment was finished by him, it was quickly checked and uploaded to
the system. Therefore, it is thought by his friends that a high grade will be given
to him by the teacher.
III. Task 3: Change these sentences based on their function!
No Sentences (active or passive) Changes

1 Harry ate six shrimp at dinner.
2 The savannah is roamed by beautiful
giraffes
3 The flat tire was changed by Sue
4 We are going to watch a movie tonight.
5 The obstacle course was run by me in
record time.
28
6 The crew paved the entire stretch of

highway.
7 The novel was read by Mom in one day.
8 I will clean the house every Saturday.
9 The company requires staff to watch a
safety video every year.
10 The entire house was painted by Tom.
IV. Compose a short paragraph that consist of active and passive sentences (you
are allowed to open your dictionary)
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
C. Lesson 3: Modal Auxiliaries Verbs
1. Definitions of Auxiliary Verbs
A small group of auxiliary verbs, called the modal verbs (or modal auxiliary
verbs, modal auxiliaries, or simply modals) are only used in combination with
ordinary verbs. A modal verb changes the other verb's meaning to something
different from simple fact. Modals may express permission, ability, prediction,
possibility, or necessity.
a. What are the 9 modal auxiliary verbs?
Nine common modal auxiliary verbs are:
can, could, may, might, must, shall, should, will, would.

29
There are also quasi-modal auxiliary verbs, such as ought, which is used in the phrase
''ought to.''
b. What are auxiliary verbs examples sentences?
Auxiliary verbs affect the voice, mood, or tense of the main verb. For example:
 Tense: Mary was reading for an hour.

 Mood: If Sam were early, he could watch TV.
 Voice: That watch was left here yesterday.
Modal auxiliary verbs are auxiliary verbs that express possibility, permission, ability, or
willingness. For example:
 Sally may sit beside Frank at dinner.

 The mail should arrive by noon.
 That parrot can fly faster than I expected.
c. What's the meaning of modal auxiliary?
An auxiliary verb is used to affect the tense, voice, or mood of a main verb. In grammar,
a modal auxiliary verb is used specifically to express possibility, capability, willingness,
or permission. Commonly used modal auxiliary verbs include: can, could, may, might,
must, shall, should, will, and would.
2. Lesson Plan
CLIL Lesson Plan
Topic: Modal Auxiliary Verbs

30
Previous Knowledge/Skills: Analysing accepting, refusing and offering services
Aim(s):
 To introduce modal auxiliary verbs.

 To compare similarities and differences to the implementation of modal auxiliary
verbs.
 To give instructions to solve word-problems.
giving and asking for information related to modal auxiliary verbs.
A. Content A. Content
 The function of modal auxiliary verbs in  Students acquire the vocabulary

learning English. related to the unit
 The use of modal auxiliary verbs in  Students are encouraged to write
writing acquisition simple sentences consist of modal
auxiliary verbs
B. Cognition (Functions) B. Cognition

outcomes of processes use of modal auxiliary verbs in
 Analyse (write sentences based on the certain discourse or utterances
given topic)  Students understand the function
 Understand: arrange sentences from the modal auxiliary verbs in contexts
words given and identify the differences  Students identify and arrange
among them properly the modal auxiliary verbs
in a short paragraph
C. Communication
Writing Accuracy: can, could, may, might, must, shall, should, will, would.

 Language to combine the sentences.

 Language to compose a short paragraph.
For example,
a. I will invite my classmate for my birthday party next week.

31
b. Would you finish your work before 9 am tomorrow?
 Language to explain the function of modal auxiliary verbs.

 Language to explain how to write modal auxiliary verbs.
can, could, may, might, must, shall, should, will, would

 To be aware and meticulousness while writing modal auxiliary verbs.
 Raise awareness of respect to differences and similarities
Internet hotspot, laptop, English book Grade-Three, worksheets and module
Stages Lesson procedure Justification for the activity

(describe the activities
and time and instructional (Content, language, cognition, culture)
strategies)
Lead-in 10 Watch a short video of To warm up

minutes ‘AVATAR’ to search for
modal auxiliary verbs. To revise modal auxiliary verbs.

concept of modal auxiliary the concept of modal auxiliary verbs.
20 minutes verbs.
them.
Teacher explains that modal auxiliary

verbs have similarities and differences
asks students to connect a sentence as in
‘most students this year ……provide
their skills with ICT to compete local
and global.
32

that consist of modal auxiliary verbs’

and point the words of modal auxiliary
10 minutes Listen and point activity verbs.
Practice 2 English book Grade-Three The purpose of this activity is to listen to

and module: the teacher reading a book about modal
25 minutes auxiliary verbs.
consists of modal Teacher asks questions while reading the
auxiliary verbs. book about modal auxiliary verbs that
appear in the text – Where do modal
auxiliary verbs locate?

modal auxiliary verbs on the text has
been read.

three sentences of each encourage Ss to choose modal auxiliary
20 minutes modal auxiliary verbs. verbs and produce them in sentences.
The teacher writes a model of the
sentence on the board for instances:
 I will find a good time for tomorrow

discussion.
 You could stop that uncommon habit
 Would you please lend me your
identity card to fill up these data?
 Etc.
 Recalling students cognitive learning

Conclusion Post-Activities  Language of motivation
5 minutes
Assessment:

understanding.
33
3. Exercises
I. Answer the questions below with the appropriate modal verbs
II. Arrange these jumble sentences with the appropriate modal verb
For example:
a. must – be – tomorrow – here – you – fix – to – report – my.
b. You must be here tomorrow to fix my report.
1. It – present - you – will - when?
2. You look nervous. Give – glass – a – you – I -’ll – of – water.
3. In – 2020 – happen – the – doom - won’t.
4. Can – to – go – he – continue – study – his – after – graduation – this – year.
5. The - World Cup – will – Brazil – I – win – think.

34
6. Could – finish – doing – without – tasks – obstacles – we – any.
7. Come – might – you – to – party – my – with – family – your – week – next.
III. Please write on your own 5 of modal verbs’ sentences!
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
_____________________________________________________________
IV. Write a short paragraph consists of modal verbs! The example has been
provided for you.
You don’t have to make the poster from scratch and it doesn’t have to be a work
of art. There are lots of templates on the internet. You can just use one of those
designs to make your own poster.
You’ll have to ask Mrs Robinson about that. I think you must finish it by
tomorrow. She probably won’t accept projects after tomorrow
D. Lesson 4: Selected tenses (present tense, past perfect tense, and future tense)
1. Simple present tense
a. Definition
The simple present is a verb tense with two main uses. We use the simple present tense
when an action is happening right now, or when it happens regularly (or unceasingly,
which is why it’s sometimes called present indefinite). Depending on the person, the
simple present tense is formed by using the root form or by adding s or es to the end.
Example:
I feel great!
35
Pauline loves pie.
I’m sorry to hear that you’re sick.
The other is to talk about habitual actions or occurrences.
Pauline practices the piano every day.
Ms. Jackson travels during the summer.
Hamsters run all night.
b. How to form the simple present
In the simple present, most regular verbs use the root form, except in the third-person
singular (which ends in s).
First-person singular: I write.
Second-person singular: You write.
Third-person singular: He/she/it writes. (Note the s.)
First-person plural: We write.
Second-person plural: You write.
Third-person plural: They write.
For a few verbs, the third-person singular ends with es instead of s. Typically, these are
verbs whose root form ends in o, ch, sh, th, ss, gh, or z.
First-person singular: I go.
Second-person singular: You go.
Third-person singular: He/she/it goes. (Note the es.)
First-person plural: We go.
Second-person plural: You go.
Third-person plural: They go.

36
For most regular verbs, you put the negation of the verb before the verb, e.g.,
“She won’t go” or “I don’t smell anything.”
The verb to be is irregular:
First-person singular: I am.
Second-person singular: You are.
Third-person singular: He/she/it is.
First-person plural: We are.
Second-person plural: You are.
Third-person plural: They are.
c. How to make the simple present negative
The formula for making a simple present verb negative is do/does + not + [root form of
verb]. You can also use the contraction don’t or doesn’t instead of do not or does not.
Pauline does not want to share the pie.

She doesn’t think there is enough to go around.
Her friends do not agree.
I don’t want pie anyway.
To make the verb to be negative, the formula is [to be] + not.
I am not a pie lover, but Pauline sure is.

You aren’t ready for such delicious pie.
d. How to ask a question
The formula for asking a question in the simple present is do/does + [subject] + [root
form of verb].
Do you know how to bake a pie?

How much does Pauline love pie?
Common verbs in simple present

37
The verb to be in the simple present
e. Lesson Plan
CLIL Lesson Plan
Topic: Tenses: Simple Present Tense
Previous Knowledge/Skills: Curriculum Vitae (CV)
Aim(s):
 To introduce simple present.

38
 To identify the theoretical conceptual of the implementation of simple present.

giving and asking for information related to simple present.
 The function of simple present in  Students acquire the vocabulary

 The use of simple present in writing  Students are encouraged to write
acquisition simple sentences consist of simple
present

outcomes of processes use of simple present in certain
 Analyse (write sentences based on the discourse or utterances
 Understand: arrange sentences from the simple present verbs in contexts
among them properly the simple present in a
short paragraph
C. Communication
Writing Accuracy: Simple present verbs.


For example,
a. I invite my classmate for my birthday party every year.

b. Does she study seriously while facing her final exam?
c. We don’t believe to the talk without any references.
 Language to explain the function of simple present.

 Language to explain how to write simple present verbs such as believe, cheat,
study, eat, pass, love, stop, etc.
39

 To be aware and meticulousness while writing simple present verbs.
 Raise awareness of respect to differences and similarities

strategies)
Lead-in 10 Watch YouTube video To warm up

minutes from native or EFL/ESL
about simple present To revise simple present verbs.

concept of simple present the concept of simple present
20 minutes verbs.
them.
Teacher explains that modal auxiliary

‘most students this year ……provide
and global.

that consist of simple present’

and point the words of simple present
40
10 minutes Listen and point activity

Three: the teacher reading a book about simple
25 minutes present
consists of simple present Teacher asks questions while reading the
book about simple present that appear in
the text – Where do simple present verbs
locate?

simple present verbs on the text has been
read.

three sentences of each encourage Ss to choose simple present
20 minutes simple present verbs and produce them in sentences.
 I find a good time for our weekly

discussion.
 She does not exercise regularly
anymore
 Do you lend me your identity card to
fill up these data?
 Recalling students cognitive learning

Conclusion Post-Activities  Language of motivation
5 minutes
Assessment:

understanding.
f. Exercises
41
I. Underline simple present tense from the two texts below. The first one has
been done for you!
1. My mother is also a hard worker. Every morning she wakes up so early to cook
food then sell it. She is the best chef for us. We love her cooking. We usually help
her to prepare food to sell. Mother never forgets to care all people in our family.
2. I wake up at 6 am on weekdays. I have my breakfast and go to school by school
bus.School starts at 8 am. I have my lunch there. I come back home about half
past three. I do my homework and have some rest. I usually go to bed at 10.30 pm.
On weekends it's all different.I wake up at 10 am. I go to volleyball course or go
out with my friends. Also I study for my lessons (especially maths). I watch things
or read books. I go to bed around 12 pm.
II. Choose the correct verb

42
III. Write your daily routinity to describe simple present tense! (100 words)
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
2. Past Perfect Tense
a. Definition
The past perfect simple is used to describe one action that happened before another
action in the past. In many cases a complete sentence is written in two parts with two
different tenses, for example:
1. The past perfect simple, to refer to the action that happened first or earlier
2. The past simple to refer to the action that happened second or later
Sometimes the past perfect simple is used on its own and the action that took
place afterwards is understood, for example:
1. After Sofie had finished her work, she went to lunch.

(First, she finished her work and then she went to eat lunch.)
2. I washed the floor when the painter had gone.
(First the painter left and then I washed the floor.)
3. Harold had known about it for a while.
43
(First, he knew about it, then others knew about it)
The past perfect simple tense is formed by using the auxiliary verb had together
with the V3 (past participle). The V3 (past participle) form of a regular verb looks just
like a regular verb in the past simple, for example:
1. walk > walked / study > studied / stop > stopped / create > created
There are quite a few irregular verbs in English though. It pays to memorize them.
Subject had +Verb(V3) (Past Participle) Rest of Sentence
I/You/We/They had met him before he became famous
He/She/It had lived here for three years by the time we met
Note: The order of phrases may be switched, but the meaning will stay the same.
1. By the time Doris got to the party, everyone had gone home.
2. Everyone had gone home by the time Doris had got to the party.
Note: Had Had – A verb combination that often causes confusion in the past perfect
simple is had had. Ex. I had had enough to eat but I wanted dessert anyway. The first
had is the auxiliary (or helping) verb and the second had is the V3 (or past participle) of
the main verb to have. It means that even though I ate enough, I wanted dessert after
that. It may look strange, but it is correct.
b. Contractions in the Past Perfect Simple
Punctuation Tip
When you begin a sentence with a time expression, put a comma (,) after the first part of
the sentence.
We often contract the subject (the person or thing that had done the action) and had:
1. I had > I’d – After I’d used the phone, I paid the bill.
2. He had > He’d / She has > She’d / It has > It’d – It’d happened so quickly, I
didn’t notice.
44
3. We had > We’d / You have > You’d /They are > They’d – We’d just gotten
home, when we heard the blast outside.
c. Negative Sentences in the Past Perfect Simple Tense
When creating negative sentences, we use the auxiliary verbs hadn’t (had not) together
with the V3 (past participle) form of the verb. You can also create a negative sentence
by using the auxiliary verb had with the time expression never and then the V3.
Subject + Auxiliary Verb + Verb in V3 (Past Participle) + Rest of Sentence

For example: I/you/we/they hadn’t (had not) driven a car before then
He/she/it had never driven a car before then
1. I had not eaten at that restaurant before today.

2. Samantha hadn’t had time to explain her side of the story.
3. My friends hadn’t ever gone to France.
4. My friends had never gone to the USA either.
d. Yes/No Questions in the Past Perfect Simple
To create a question that will be answered with a yes or no, start the question with Had
(Hadn’t for a negative question) then add a subject (the person or thing that had done
the action) followed by the V3 (Past Participle) form of the verb and only then add the
rest of the sentence.
Auxiliary verb + Subject + Verb in V3 (Past Participle) + Rest of Sentence
For example:
1. Had you cleaned up the mess by the time they came home?
2. Had Adam ever spoken to the CEO before he was fired?
e. Time Expressions in the Past Perfect Simple
The time expressions already, for, since, and yet may be used in the past perfect simple,
as they are in the present perfect simple. Remember the following rules for using other
time expressions:
45
 Use after, as soon as, the moment that, until before using the past perfect simple.
Ex: After she had moved out, I found her notes. /I didn’t say
anything until she had finished talking.
 Use before, when, by the time before the past simple:
Ex. Before I knew it, she had run out the door. / By the time he phoned her,
she had found someone new.
Examples – Past Perfect Simple
Positive
1. After Sofie had finished her work, she went to lunch.

2. I washed the floor when the painter had gone.
3. Harold had known about it for a while.
4. I didn’t say anything until she had finished talking.
5. After she had moved out, I found her notes.
Negative
1. I had not eaten at that restaurant before today.

2. Samantha hadn’t had time to explain her side of the story.
3. My friends hadn’t ever gone to France.
4. My friends had never gone to the USA either.
Yes/No Questions
1. Had you cleaned up the mess by the time they came home?
2. Had Adam ever spoken to the CEO before he was fired?
Wh- Questions
1. What had they said that made him so angry?

2. Why had he agreed to work for that salary?
3. How much had he drunk before you got to him?
f. Lesson Plan
CLIL Lesson Plan
46
Topic: Past Perfect Tense
Previous Knowledge/Skills: the use of present tense in building sentences
Aim(s):
 To introduce Past Perfect Tense.

 To identify the theoretical conceptual of the implementation of Past Perfect Tense.
giving and asking for information related to Past Perfect Tense.
 The function of Past Perfect Tense in  Students acquire the vocabulary

 The use of Past Perfect Tense in writing  Students are encouraged to write
acquisition simple sentences consist of Past
Perfect Tense

outcomes of processes use of Past Perfect Tense in certain
 Understand: arrange sentences from the Past Perfect Tense verbs in contexts
among them properly the Past Perfect Tense in a
short paragraph
C. Communication
Writing Accuracy: Past Perfect Tense.


47
For example,
a. I had invited my classmate for my birthday party before I met my teacher

b. Had she studied seriously while facing her final exam?
c. We had never believed to the talk without any references.
 Language to explain the function of Past Perfect Tense.

 Language to explain how to write simple present verbs such as believe, cheat,

 To be aware and meticulousness while writing Past Perfect Tense.
 Raise awareness of respect to differences and similarities.
 Build discipline and responsibility in finishing task.

strategies)
Lead-in 10 Read and listen to teacher To warm up

minutes talk after watching video
from native or EFL/ESL To revise Past Perfect Tense verbs.
about Past Perfect Tense

concept of Past Perfect the concept of Past Perfect Tense
20 minutes Tense.
Teacher picks up and shows several
sample sentences from video and write
them.
48
Teacher explains that Past Perfect Tense

‘most students this year ……provided
and global challenges.

that consist of Past Perfect Tense’

and point the words of Past Perfect
10 minutes Listen and point activity Tense

Three: the teacher reading a book about Past
25 minutes Perfect Tense
consists of Past Perfect Teacher asks questions while reading
Tense any text about Past Perfect Tense that
appear in the text – Where Perfect Tense
verbs locate?

Past Perfect Tense verbs on the text has
been read.

three sentences of each encourage Ss to choose Past Perfect
20 minutes Past Perfect Tense Tense verbs and produce them in
sentences. The teacher writes a model of
the sentence on the board for instances:
 I had found a good time to finish the

discussion.
 You had not found a good time for
presenting company annual report.
 Had the concert already begun when
entered the stadium?
 Plot and identify the coordinates of a

Conclusion Post-Activities point.
 Understand and asking questions.
49
 Language of motivation.
5 minutes
Assessment:

understanding.
g. Exercises
I. Fill in the correct form of the past perfect simple or past simple as in the
examples. The first three examples have been done for you.
1. After Loren had turned on the alarm, she locked the door. (turn on)
2. By the time Simone arrived, the police had already left. (arrive)
3. Had you known about the contract they signed? (know)
Questions
1. After the company _____Joe, he began to work on his first project. (hire)
2. _____you _______ the news before you saw it on TV? (hear)
3. Michael didn’t want to see the movie because he _______ the book yet. (not
read)
4. The concert ______ already _______when we _______ the stadium. (begin/
enter)
5. Until Anne ________ Mark, she ____ never ______in love. (meet, be)
6. Bill __________ for years before he finally _______. (smoke/ quit)
7. _______ Sara ever _______to London by herself before then? (drive)
8. How many fish ______ the boys _____ by the time it started raining? (catch)
9. You ________ them to go to the beach, hadn’t you? (forbid)
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10. The girls _______ in weeks? That’s why they ______ so much afterwards.
(exercise / hurt)
II. Please answer the questions from task 1- 4 and task 5 is optional
51
III. Answer the past perfect questions as the following:
a. Make past perfect sentences
b. Circle the correct answer

52
3. Future Tense
a. Definition
The future tense is a verb tense used for a future activity or a future state of being. For
example:
 I will jump in the lake. (This is a future activity.)

 I will be happy. (This is a future state of being.)
b. The Four Future Tenses Explained

53
The future tense is categorized further depending on whether the action will be in
progress or will be completed (called the aspect of a verb). The four future tenses are:
The 4 Future Examples Uses

Tenses
Simple Future  I will go The simple future tense is
 We will celebrate our
Tense used for an action that will
anniversary by flying to
New York. occur in the future.
Future  I will be going The future progressive tense

 The Moscow State Circus
Progressive is used for an ongoing action
will be performing in
Tense Cheltenham for the next 3 that will occur in the future.
weeks.
Future Perfect  I will have gone. The future perfect tense is
 By the time you arrive,
Tense used to describe an action
we will have finished the
meal and the speeches. that will have been
completed at some point in
the future.
Future Perfect  I will have been going The future perfect
 In July next year, you will
Progressive progressive tense is used for
have been studying for
three years. an ongoing action that will be
completed at some specified
time in the future.
c. Simple Future Tense

Here is an infographic summarizing the simple future tense.
54
d. Lesson Plan
CLIL Lesson Plan
Topic: Simple Future Tense
Previous Knowledge/Skills: how to write future tense in correct sentences
Aim(s):
 To introduce simple future tense.

 To identify the theoretical conceptual of the implementation of simple future
tense.
giving and asking for information related to simple future tense.
 The simple future tense in learning  Students acquire the vocabulary

English. related to the unit
 The use of future tense in writing  Students are encouraged to write
acquisition simple sentences consist of future
tense.

outcomes of processes use of simple future in certain
given topic)  Students understand the function of
 Understand: arrange sentences from the simple future tense verbs in
words given and identify the differences contexts
among them  Students identify and arrange
properly the simple future tense in a
short paragraph
C. Communication
55
Writing Accuracy: future tense verbs.


For example,
a. I will invite my classmate for my birthday party tomorrow.

b. Will she study seriously while facing her final exam next month?
c. We will not believe to the talk without any references.
 Language to explain the function of simple future tense.

 Language to explain how to write future tense verbs such as believe, cheat,

 To be aware and meticulousness while writing future tense verbs.
 To increase awareness of respect and responsibility to differences and
similarities

strategies)
Lead-in 10 Working on game about To warm up

minutes the basic foundation of
future tense. To revise future tense verbs.

concept of future tense
56
verbs. the concept of future tense.

20 minutes
Teacher picks up and shows 1-5 sample
sentences from various references such
as YouTube video, texts, movies, etc and
write them to the board and draws the
them.
Teacher explains that future tense verbs

have differences while writing sentences
or paragraph and asks students to
connect a sentence as in ‘most students
……provide their skills with ICT to
compete local and global challenges.

that consist of future tense’

and point the words of future tense.
10 minutes Listen and point activity

Three: the teacher reading a book about future
25 minutes tense.
consists of future tense. Teacher asks questions while reading the
book about simple present that appear in
the text – Please identify future tense
verbs in this sentence?

future tense verbs on the text has been
read.
Practice 3 Writing two or three The purpose of this activity is to

sentences of each simple encourage Ss to choose future tense
20 minutes present verbs and produce them in sentences.
 I will find a fixed time for tomorrow

discussion.
 You would stop that uncommon habit
 Would you please lend me your
identity card to fill up these data?
57
 Etc.
 Recalling students cognitive learning.

 Language of motivation.
 Identify the sign of the coordinates
Conclusion Post-Activities depending on the quadrant.
5 minutes
Assessment:

understanding.
e. Exercises
I. Select and answer 20 questions below!
58
II. Construct 5 of your own sentences that identify simple future tense!
For example: We will continue our study to university level after graduation next
coming year.
1. _______________________________________________________________
2. _______________________________________________________________
3. _______________________________________________________________
4. _______________________________________________________________
5. _______________________________________________________________
III. Please arrange these simple future jumble sentences into a coherence
paragraph!
1. I want to improve my French and I think I will improve if I spend a few
months living in a small town in the South of France.
2. When I finish university, I want to do lots of things! I am going to travel
abroad to spend some time in France.
3. It is going to be so great! I am going to go to the beach every morning and
swim in the sea.
4. I am going to spend a lot of money there but I think I will be okay.
59
5. I am going to practice guitar every day because I won’t have to study every
day.
CHAPTER V
CONCLUSIONS
The implementation of the Content and Language Integrated Learning (CLIL) module
has demonstrated a positive impact on enhancing EFL/ESL writing accuracy and
learning motivation among third-grade students in a vocational high school setting. The
following specific aspects of writing accuracy have shown improvement as a result of
the CLIL module:
1. Cause and Effect Relationship Clauses:
The CLIL module effectively enhanced students' understanding and usage of
cause-and-effect relationship clauses in their writing. Students demonstrated an
improved ability to express cause and effect connections accurately, thereby
enhancing the clarity and coherence of their written compositions.
2. Modal Auxiliaries:
The implementation of the CLIL module contributed to an increased mastery of
modal auxiliaries in students' writing. Students displayed improved accuracy in
using modal verbs to express possibility, necessity, obligation, and other modal
meanings, enabling them to convey their ideas more effectively and precisely.
3. Active and Passive Voice:
The CLIL module facilitated a better understanding and usage of active and
passive voice constructions in students' writing. Students exhibited enhanced
accuracy in employing active and passive voice to convey different perspectives
and emphasize varying aspects of their written work, resulting in more
sophisticated and diverse language usage.
4. Selected Tenses (Simple Past Tense, Past Perfect Tense, and Future Tense):
The CLIL module contributed to an improved grasp of selected tenses, including
the simple past tense, past perfect tense, and future tense. Students demonstrated
increased accuracy in using these tenses appropriately to situate events in time,
express completed actions, describe past experiences, and discuss future plans,
leading to more coherent and accurate narratives.
The following aspects of the CLIL module have contributed to students'

enhanced learning motivation:
59
60
1. Real-World Relevance:
The CLIL module integrates vocational subject matter with English language
instruction, providing students with authentic and practical contexts to apply
their language skills. By connecting English writing tasks to real-world scenarios
and vocational contexts, students perceive the relevance and applicability of the
language they are learning, which in turn enhances their motivation to actively
engage in the writing activities.
2. Meaningful Content:
The CLIL module offers students the opportunity to explore and work with
content that is meaningful and interesting to them. By integrating relevant
vocational topics, the module creates a purposeful learning environment where
students can see the direct connection between the content they are learning and
their future professional aspirations. This intrinsic motivation stemming from
meaningful content drives students to invest more effort in their writing tasks.
3. Collaborative Learning:
The CLIL module often involves collaborative learning experiences, such as

group projects or discussions, where students work together to complete writing
tasks. This collaborative approach promotes a sense of belonging, cooperation,
and shared responsibility among students, leading to increased motivation.
Students feel supported and encouraged by their peers, which boosts their
confidence and willingness to actively participate in writing activities.
4. Task Variety and Autonomy:
The CLIL module incorporates a variety of writing tasks, ranging from

individual assignments to group projects, presentations, and hands-on activities.
This diverse range of tasks allows students to exercise their autonomy and make
choices regarding their learning. The freedom to select topics or approaches that
align with their interests and strengths increases their sense of ownership and
motivation to excel in their writing endeavours.
61
5. Feedback and Recognition:
The CLIL module emphasizes providing timely and constructive feedback to

students on their writing performances. Through regular feedback, students
receive guidance on areas of improvement and recognition for their
achievements. This feedback loop nurtures a supportive and growth-oriented
learning environment, encouraging students to persist in their writing efforts and
continuously enhance their skills.
Overall, the CLIL module's integration of content and language successfully

enhanced EFL/ESL writing accuracy and learning motivation in terms of using
cause-and-effect relationship clauses, modal auxiliaries, active and passive
voice, as well as the usage of selected tenses in their written composition. By
providing students with meaningful and relevant content, the CLIL approach
effectively supported their language learning journey and improved their overall
writing proficiency in a vocational high school setting. Educators and curriculum
developers should consider incorporating CLIL strategies and activities that
explicitly address these linguistic features to further enhance EFL/ESL writing
accuracy in similar educational contexts.
Moreover, the CLIL module emphasizes providing timely and constructive

feedback to students on their writing performances. Through regular feedback,
students receive guidance on areas of improvement and recognition for their
achievements. This feedback loop nurtures a supportive and growth-oriented
learning environment, encouraging students to persist in their writing efforts and
continuously enhance their skills.
ANSWER KEY
Lesson 1:
4. Exercises
I. Complete the sentences on the box below. The first one has been done for you!
because of his bad study habits
He failed the test due to his bad study habits
owing to his bad study habits
II. Fill cause and effect conjunctions into the correct boxes below
1. They travelled to India because they wanted to try traditional Indian food.
2. He doesn’t agree with her, because of her absurd ideas.
3. I decided to buy natural yoghurt since John wants to be healthy.
4. We were not invited to the party as we had our own party at home
5. We were very hungry therefore we ordered a pizza.
6. I couldn’t drive for a year in the reason of the accident.
7. He wanted to find a new job so he started looking for one.
In a reason of Due to/owing to Therefore Since/as

Because Since/ As So
 Write your own sentences from each cause-and-effect relationship words that
you have learnt. The first sentence has been done for you.
Because of Due to In reason of Since Owing to
E.g. your bank account has to be kept by strong security code in the reason of black
hacker attacked.
1. She had medical treatment due to his serious motorbike accidents
2. In the reason of money politics, most political parties representatives will not
concern to the social welfare.
62
63
3. Since it was hot, we turned the fan into max.
4. He works in a high paid company because of his discipline and hardworking.
5. Owing to his carelessness, the accidents happened.
Lesson 2: Active and Passive Voice
4. Exercises
I. Task 1: Tick (√) to identify the tenses (present, past and future) from these
active and passive sentences
No Active and passive sentences Present Past Future

1 The book has already been discussed √
2 He had delivered the letters √
3 New workers will be hired by the company √
4 She has to deliver the letters √
5 New workers were hired by the company last year √
6 A brownie is being baked by Michael √
7 Have you been told that we are talking to him? √
8 I am going to make a cake √
9 I made a cake √
10 I had made a cake √
II. Task 2: Please underline the active and passive sentences from a short
paragraph below! The first one has been done for you.
Active Voice
Drinking coffee is something that many professionals recommend because it

makes it possible to study in a more energetic and concentrated way thanks to
coffee. This is exactly what we all need.
64
Passive voice
After the assignment was finished by him, it was quickly checked and uploaded
to the system. Therefore, it is thought by his friends that a high grade will be
given to him by the teacher.
III. Task 3: Change these sentences based on their function!
No Sentences (active or passive) Changes

1 Harry ate six shrimp at dinner. At dinner, six shrimp were eaten by
Harry
2 The savannah is roamed by The savannah is roamed by beautiful
beautiful giraffes giraffes.
3 The flat tire was changed by Sue Sue changed the flat tire.
4 We are going to watch a movie A movie is going to be watched by us
tonight. tonight.
5 The obstacle course was run by me I ran the obstacle course in record time.
in record time.
6 The crew paved the entire stretch of The entire stretch of highway was paved
highway. by the crew
7 The novel was read by Mom in one Mom read the novel in one day.
day.
8 I will clean the house every The house will be cleaned by me every
Saturday. Saturday.
9 The company requires staff to The staff are required by the company to
watch a safety video every year. watch a safety video every year.
10 The entire house was painted by Tom painted the entire house.
Tom.
IV. Compose a short paragraph that consist of active and passive sentences (you
are allowed to open your dictionary). An example has been done for you.
More flexible scheduling options are deserved by students. Significant amounts of

tuition are paid to the university every year, and many feel the level of service being
paid for by students is not being received. So that, most students have sent their critics
65
to the university admissions to the obstacles faced. However, the university

stakeholders sometime do not realize to their students’ financial circumstances.
Therefore, in some cases, there are many students who cannot follow the university
administration will be failed in their study.
Lesson 3: Modal Auxiliaries
4. Exercises
I. Answer the questions below with the appropriate modal verbs
A. 1. must 6. can’t, can 11. may
2. should 7. must be
3. can’t 8. shouldn’t, can
4. don’t have to 9. will be able to
5. could 10. can
B. 1. should 6. will be able to
2. mustn’t 7. must, will
3. could, couldn’t 8. have to
4. can 9. can’t
5. can’t 10. don’t have to
C. 1. I don’t have to go to school because tomorrow is Sunday.
2. You are very ill. You should go to the doctor.
3. It can’t smoke in this area.
4. There is somebody in the kitchen. But my mom can’t be at home.
5. I have a project. The deadline has to be tomorrow.
6. Tomorrow is Sunday. I will be able to sleep until midday on Sunday.
7. It is snowing heavily. Shouldn’t go out, please.

66
II. Arrange these jumble sentences with the appropriate modal verb
For example:
a. must – be – tomorrow – here – you – fix – to – report – my.
b. You must be here tomorrow to fix my report.
1. When you will present it?
2. You look nervous. I’ll give you a glass of water.
3. The doom won’t happen in 2020.
4. He can go to continue his study to the university after graduation this year.
5. I think Brazil will win the The World Cup.
6. We could finish doing tasks without any obstacles.
7. You might come to my party with your family week next.
III. Please write on your own 5 of modal verbs’ sentences!
1. You must be ready to the consequences of your bad action.
2. Could you please mange your time in finishing this couple of tasks?
3. If you got a serious headache, you should not attend the school tomorrow.
4. You have to start your activities by reciting ‘Basmalah’
5. We will start our day with a positive mindset.
IV. Write a short paragraph consists of modal verbs! The example has been
provided for you.
 You’ll have to ask Mrs Robinson about that. I think you must finish it by
tomorrow. She probably won’t accept projects after tomorrow
 You don’t have to make the poster from scratch and it doesn’t have to be a
work of art. There are lots of templates on the internet. You can just use one of
those designs to make your own poster.
67
Lesson 4: Selected Tenses (Present Tense, Past Perfect Tense and Future Tense)
1. Simple Present Tense
I. Underline simple present tense from the two texts below. The first one has
been done for you!
1. My mother is also a hard worker. Every morning she wakes up so early to cook
food then sell it. She is the best chef for us. We love her cooking. We usually help
her to prepare food to sell. Mother never forgets to care all people in our family.
2. I wake up at 6 am on weekdays. I have my breakfast and go to school by school
bus. School starts at 8 am. I have my lunch there. I come back home about half
past three.I do my homework and have some rest. I usually go to bed at 10.30 pm.
On weekends it's all different. I wake up at 10 am. I go to volleyball course or go
out with my friends. I also study for my lessons (especially maths). I watch things
or read books. I go to bed around 12 pm.
II. Choose the correct verb
1. drinks 6. learn 11. cleans
2. plays 7. drives 12. ask
3. go 8. finish 13. goes
4. eats 9. visits 14. buy
5. live 10. watches 15. orders
III. Write your daily routinity to describe simple present tense! (100 words)
My name is Jojo, I’m a student at university. Here is my daily routine. I always
wake up at 6.00 in the morning. I usually have breakfast at 6.30. I order online
transportation to university at 8.00. After that, I usually start studying at 8.30.
At noon, I always have lunch with my friends. After the lunch break, I
join the class again. I finish the study at 4.15 in the afternoon. For refreshing, I
sometimes go to the cinema with my friends in the evening.
I usually have dinner with my family at 7.00. And then we spend time
together watch television or discuss interesting issues of the day. I rarely go to
bed before 11 o’clock. I often go to bed at midnight.
2. Past Perfect Tense

I. Fill in the correct form of the past perfect simple or past simple as in the
examples. The first three examples have been done for you.
1. After Loren had turned on the alarm, she locked the door. (turn on)
68
2. By the time Simone arrived, the police had already left. (arrive)
3. Had you known about the contract they signed? (know)
Questions
1. After the company _____Joe, he began to work on his first project. (hire)
2. _____you _______ the news before you saw it on TV? (hear)
3. Michael didn’t want to see the movie because he _______ the book yet. (not
read)
4. The concert ______ already _______when we _______ the stadium. (begin/
enter)
5. Until Anne ________ Mark, she ____ never ______in love. (meet, be)
6. Bill __________ for years before he finally _______. (smoke/ quit)
7. _______ Sara ever _______to London by herself before then? (drive)
8. How many fish ______ the boys _____ by the time it started raining? (catch)
9. You ________ them to go to the beach, hadn’t you? (forbid)
10. The girls _______ in weeks? That’s why they ______ so much afterwards.
(exercise / hurt)
Answers:
1. had hired 6. had smoked/quit

2. Had/heard 7. Had/driven
3. hadn’t read 8. had/caught
4. had/begun/entered 9. had forbidden
5. met/had/been 10. hadn’t exercised / hurt
II. Please answer the questions from task 1- 4 and task 5 is optional
Task 1: Write the past participle of these verbs.
Make : Made
Sell : Sold
Meet : Met
Lose : Lost
Be : Been
Task 2: Write of the correct form of the past perfect.

1. had finished
69
2. had made
3. had sold
4. had met
5. had earned
6. had lost
Task 3: We often use ‘already’ with the past perfect between the auxiliary and
the past participle. Fill in the blank with the correct form of the past perfect.
Letica was a prodigy. By the time she was 4, she had learned to read. By the time
she was 5, she had mastered the violin. By the time she was 7, she had conducted
her first scientific experiment. By the time, she was 13, she had finished high
school. By the time she was 17, she had graduated medical school.
Task 4: We use the past perfect for the previous action and the simple past for
the following action. Circle the correct form of the verb.
1. When I arrived, dinner had finished.
2. She was bored because she had heard that story.
3. I remembered that I had been signed by Tim.
4. We woke to find that someone had cooked breakfast.
5. When the movie had started, I realized that I had been seen it before.
III. Answer the past perfect questions as the following

70
c. Circle the correct answer
3. Future Tense
e. Exercises
I. Select and answer 20 questions below!
1. will rain 11. would, do
2. can join 12. can have
3. have to see 13. will visit
4. will have 14. should close
5. can get 15. must meet
6. must meet 16. can help
7. will have 17. cannot
8. will be 18. will catch
9. will play 19. would be
10. will drive 20. will fall
II. Construct 5 of your own sentences that identify simple future tense!
For example: We will continue our study to university level after graduation next
coming year.
1. I will follow him to go through the forest to find our lovely dog.
2. Will he watch the movie at the cinema with his friends in the next Sunday?
3. Sarah and her mother will buy some kitchen needs such as rice, fish,
vegetables, and fruit.
71
4. Police will not do the investigation for the murderer case in Jakarta.
5. The people will donate some amount of money for the natural disaster victims
III. Please arrange these simple future jumble sentences into a coherence
paragraph!
When I finish university, I want to do lots of things! I am going to travel abroad to

spend some time in France (2). I want to improve my French and I think I will
improve if I spend a few months living in a small town in the South of France (1). I
am going to practice guitar every day because I won’t have to study every day (5).
It is going to be so great! I am going to go to the beach every morning and swim in
the sea (3). I am going to spend a lot of money there but I think I will be okay (4).
GOODLUCK
72
REFERENCES
Abdelmohsen, M.M. 2020. The Development and Validation of a Module on Enhancing

Students’ Critical Thinking, Collaboration and Writing Skills. SAR Journal - Science
and Research 3(4): 166–177.
Castro-García, D. 2017. Three Forms of Bilingual Education Immersion, Dual Language
and CLIL. Costa Rica: EDICIONES.
Coleman, L. 2006. CLIL behind the dykes; the Dutch bilingual model. IATEFL YLSIG
Journal.
Coyle, D., Hood, P. & Marsh, D. 2010. CLIL: Content and Language Integrated
Learning. United Kingdom: Cambridge: Cambridge University Press.
Gallardo, G.P. 2021. Development and Validation of Self-Learning Module IN
Horticultural Production. Journal International Journal of Research and
Development (IJRD) 6(6): 381–391.
Makarim, N.A. 2022. Pedoman penerapan kurikulum dalam rangka pemulihan
pembelajaran. Menpendikbudristek.
Mehisto, P., Friqols, M.J. & Marsh, D. 2008. Uncovering CLIL: Content and Language
Integrated Learning and Multilingual Education. Oxford: Macmillan.
Ohlberger, S. & Wegner, C. 2019. CLIL modules and their affective impact on students
with high English anxiety and low self-efficacy. Apples - Journal of Applied
Language Studies 13(3): 1–15.
Richards, J.C. & Rodgers, T.S. 2014. Approaches and Methods in Language Teaching.
3rd Ed. United Kingdom: Cambridge University Press.
Schunk, D.H. 2012. Learning theories an educational perspective. Boston: Pearson
Education, Inc.
Villarreal, I. & Lázaro-Ibarrola, A. 2022. Models in collaborative writing among CLIL
learners of English in primary school: Linguistic outcomes and motivation matters.
System 110(102922): 1–21.

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CLIL MODULE FOR THE THIRD-GRADE OF AN

INDONESIAN VOCATIONAL HIGH SCHOOL

The Elements of Writing Accuracy

Author: Faisal Idris

National University of Malaysia

CHAPTER I MODULE INSTRUCTION............................................................... 1

A. Definition of CLIL Approach ............................................................................ 3

CHAPTER III Learning Aims, Brief Description and Conceptual Map................ 7

A. Learning Aims ................................................................................................... 7

CHAPTER IV CLIL Approach Implementation...................................................... 10

A. Lesson 1: Cause and Effect Relationship Clauses ............................................. 14

3. Exercises and answer key

4. Worksheet for class projects

A. Definition of CLIL approach

B. CLIL Implementation Steps

Successful CLIL practice is likely to require teachers to engage in alternative ways of

development of appropriate language knowledge and skills; the acquisition of a

Moreover, implementing the CLIL approach to develop students' writing accuracy

1. Identify relevant vocational subjects: Determine the vocational subjects or topics

LEARNING AIMS, BRIEF DESCRIPTION AND CONCEPTUAL MAP

1. Enhancing Writing Accuracy:

 Develop grammatical proficiency: The CLIL module focuses on teaching

 Expand vocabulary knowledge: The module emphasizes the acquisition and

 Improve sentence structure and coherence: Through guided instruction and

2. Increasing Learning Motivation:

 Relevance to vocational context: The CLIL module connects language

motivation to learn and apply language skills in practical and professional

 Authentic materials and tasks: The module incorporates authentic materials,

 Collaborative and interactive learning: The CLIL module promotes

 Success and achievement orientation: The module provides opportunities for

 Cultivation of learner autonomy: The CLIL module encourages students to

By aiming to enhance writing accuracy and increase learning motivation, the

Students are involved in understanding the theoretical concepts that emerged in

Furthermore, typical of students' learning motivation, such as internal and external

C. Module Conceptual Frameworks

Cause and effect relationship clauses, active and passive voice,

CLIL APPROACH IMPLEMENTATION

CLIL is an interdisciplinary approach that combines content and language learning. By

Table 4.1 Class XII Outline of Topics English

KI 1: Living and practicing the teachings of the religion they adhere to

KI 2: Living and practicing honest behaviour, discipline, responsibility, caring

KI 3: Understanding, applying, analyzing and evaluating factual, conceptual,

KI 4: Processing, reasoning, presenting, and creating in the realm of concrete and

4.24. Composing texts of oral written texts consist of the area)

4.27.1 Composing spoken  I appreciated that

4.28 Compile a special text of

A. Lesson 1: Cause and effect relationship clauses

 Cause and effect relationship clauses ‘WHY’

1. What Does Cause and Effect Mean?

2. Examples of Cause and Effect in Sentences

 I ate tons of junk food, so now I feel sick.

 I feel sick because I ate tons of junk food.

 He lied to me, so I ended our relationship.

CLIL Lesson Plan

Writing Accuracy class

Group: Third-Grade Time: 4 x 45 minutes

Topic: Cause and effect relationship clauses

Previous Knowledge/Skills: Dependent and independent clauses