Lesson reconstruction is a way of enhancing student competency, and has been receiving much attention. Research was conducted based on lesson reconstruction by applying content and language integrated learning: CLIL. However, drawbacks such as the EFL educational environment and the notional-functional syllabi in much of the English curriculum made teachers teach the 4 skills separately (i.e. listening, speaking, reading, and writing), even though integration of 4 the skills is very much required. Although many researchers have analyzed CLIL so far, little research has suggested the specific methods of reconstructing, designing and implementing lessons in a primary Korean EFL education setting. In this study, the research reviewed the theoretical frameworks of the literature and suggested three potential methods for improvement: 1) designing lessons based on lesson reconstruction, 2), implementing the 4Cs Framework while planning CLIL lessons and, 3) choosing appropriate language based on ‘The Language Triptych’. For implementation, this research suggested that CLIL lesson integrated with other subjects or topics improves students’ reading abilities. This research goes beyond previous theoretical concepts; it suggested the ways of designing and implementing lesson construction based on CLIL lessons. The research also suggests that further research needs to fully consider its pedagogical application and explores how to practice CLIL.

I. 서론
II. 이론적 배경
    1. 내용중심통합수업
    2. 정보책 활용 영어 학습
III. 내용중심통합수업 원리를 적용한 초등영어수업 재구성 방안
    1. 교육과정 재구성을 통한 내용중심통합수업 설계
    2. 4Cs 프레임워크와 내용중심통합수업 전략 적용
    3. 내용중심통합수업 원리를 적용한 재구성 설계 원리
IV. 내용중심통합수업 원리를 적용한 초등영어수업 재구성 예시
    1. 내용중심통합수업 원리를 적용한 초등영어수업 재구성 설계
    2. 내용중심통합수업 원리를 적용한 초등영어수업 재구성의 어려움과 개선방안
V. 결론 및 제언
참고문헌

• 최신형(서울용마초등학교) | Choi, Shin-Hyung