Content and Language Integrated Learning (CLIL) is a teaching method in which the subject is taught in a foreign language. Toward the close of the 20th century, European scholars from EUROCLIC introduced the term "CLIL" (Coyle, 2007) to encapsulate the notion of meaningful language acquisition via content-based instruction. Under this approach, language skills are not taught in isolation but rather integrated with the school curriculum topics. This method fosters proficiency in both the subject matter and the language of instruction, facilitating a deeper understanding of educational material alongside language development. Within CLIL, teaching often incorporates problem-solving scenarios mirroring real-life situations, providing ample opportunities for communication in a foreign language and enhancing skills across reading, listening, speaking, and writing. Teaching core subjects in a foreign language can equip students for success in international programs, courses, or future careers requiring linguistic proficiency. 

Nazarbayev Intellectual Schools is implementing a trilingual educational policy aimed at preparing future generations of the country, which is one of the most important reforms in the country. In the trilingual policy program, Physics is taught in English, which is the third language. Mastering subject content in a third language gives students access to numerous information resources in Physics at the international level.

In Nazarbayev Intellectual Schools, training in the third language is conducted from the 11th grade of High School.

The main task of High School education is specialized education in Science and Math and ensuring the academic preparation of students for admission to higher educational institutions.  According to the Program of High School education students most intensively and consciously develop academic, communicative, social, research, and problem-solving skills. It implements the social, professional, and civil self-determination of students. (Educational program of Nazarbayev Intellectual Schools NIS - program)

The primary objective of this research is to evaluate the effectiveness of students' ability to improve the correct use of keywords and complete responses in English by providing structural assignments using the CLIL method.

This research is aimed at determining the effectiveness of learning based on structural assignments that help students understand and apply the concepts of Physics, and to enhance their academic performance.

This research answers the following questions:

1. How does CLIL learning affect students' performance in Physics?

2. How does learning Physics by CLIL affect their functional literacy?

3. Will CLIL-based learning increase student interest in Physics?

4. What are the advantages and disadvantages of the CLIL method elements in studying the Physics?

To conduct the study, all participants give informed consent in advance. All data is collected and differentiated by ethical principles, and the data obtained is kept confidential. 

The research work was carried out through the Lesson Study (LS), one of the pedagogical approaches aimed at improving knowledge in teaching, which is a unique example of action research in the lesson. The LS involved a group of teachers and a school psychologist who jointly plan, conduct, monitor, analyze teaching and learning, and draw their conclusions on paper. During research, through the LS cycle, teachers have improved their teaching experience by applying various methods depending on the characteristics of students. To study the lesson on LS, a Ph5 group in Physics from Grade 11 of the Nazarbayev Intellectual School was chosen. There are 14 students in the class. The main reason for choosing this group is the lower performance of students in Physics during Terms 1 and 2 compared to the other Physics groups. The group consists of students with mixed Kazakh and Russian language instruction of learning. During the research, it was surveyed to identify the reasons for the low performance of students in the group. There were revealed difficulties with the correct and full use of keywords in tasks that require a complete response from students while fulfilling structural assignments. In addition, it was revealed difficulties due to different language instructions, problems in communicating with each other and organizing group and pair work. The goals aimed at solving the main problems in the class are defined: * Enhance student knowledge through independent and peer learning, alongside group and pair work. * Improve keyword usage and open-ended question responses in structural tasks. To solve the identified problems of the research group, to achieve the set goals, the members of the group, together with the school psychologist, summarized and discussed data on the personality characteristics of the students of the group and the level of anxiety of each student in teaching. It was implemented literature reviews to find out the impact of the CLIL method on the quality of learning. Hence, practical methods such as increasing the level of knowledge of students, improving the teaching methodology, and assessing for learning were realized regarding the individual abilities and characteristics of students. The research lasted for 4 weeks, in each lesson, students were given structural tasks prepared based on elements of the CLIL method, and at the end of the lesson all students were interviewed.

The following results are expected from this study: Firstly, the CLIL method in Physics aids multilingual students in understanding physical concepts and terminology. It enhances academic language comprehension, establishing facts and principles, and analyzing experimental results. Secondly, this method encourages independent solution-finding and critical thinking in both oral and written responses to structured problems. Thirdly, the presentation of subject content based on reading, listening, and writing skills, considering the individual characteristics of students, increases the interest and interest of students in the subject. Fourth, the different language levels of students in the study group may not withstand time management due to difficulties in understanding the content of the subject and performing tasks of different levels by the goals of learning. As a result of joint planning and monitoring of sequential classes, improvement by analyzing each conducted lesson, and making changes, students improved their reading, self-education, learning, and evaluating each other. Obstacles in communication between students of mixed groups with each other have also been removed. This change contributed to the teacher meeting the planned time and being able to perform the planned activities easily and fully during the lesson stages. The achievement of students of mastered educational goals in the established section of physics during the training period was assessed summatively in the section, and the achievement of students for each educational goal was assessed individually after each lesson, and the trajectories of students' development were determined. In conclusion, because of a survey of students and observations of group members, it was determined that in self-learning of new knowledge, better results can be achieved than in group work.

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