Abstract
The paper focuses on skills of future teachers of mathematics when planning CLIL lessons (Content and Language Integrated Learning, i.e. partly in a non-mother tongue) on primary and lower secondary school levels. The paper is based on a detailed analysis of pre-service teachers' mathematics lesson plans developed within the frame of an undergraduate course at Faculty of Education, Charles University.
The authors of the paper look at the selection of topics the students find appropriate for a CLIL lesson, for the scope of activities they include, on how they cope with tackling both the language and mathematics goals of the lesson, to how much attention they pay to the 4 Cs of CLIL (communication, cognition, content, culture) etc. The findings from this analysis are of interest to teacher educators in general, to researchers interested in CLIL as well as to practicing teachers.