本實務報告以臺灣新北市一所公立國小六年級的綜合活動課為研究主題，旨在探討在雙語2030政策的背景下，英語教師如何設計並實施內容與語言整合學習（Content and Language Integrated Learning, CLIL）雙語課程。問題聚焦於：這一系列雙語綜合活動課程是如何設計與實施，以及在過程中遇到了哪些挑戰？
本次雙語課程為期10週，共進行10堂雙語課程，課程內容涵蓋「各國文化的美感賞析」與「環境保護」兩個主要單元。課程以黃怡萍、鄒文莉（2023）的4C2++架構為核心設計理念，並結合黃翊忠（2022）的MRT教學模式。資料來源為課堂錄影、教案、與教師省思日誌。結果記錄了教師在設計與修改課程面臨的挑戰，包括CLIL教師的身分認同、教師專業準備度與信心不足、學生作品產出受限。針對這些問題，教師根據課堂觀察與省思日誌持續進行滾動式調整，逐步修改教學模式、語言鷹架設計、任務難度與調控時間分配，使雙語課程更貼近學生的語言能力以及學習需求，最終根據教師自身教學經驗提出結合4C2++, PPP以及MRT的Teaching-Task Cycle，期望能為正在探索雙語教育與CLIL教學的英語教師提供能具體參考的課程設計與實作經驗分享。

This practice report investigated a bilingual curriculum designed for an integrative activities course focusing on Content and Language Integrated Learning (CLIL) for sixth graders in New Taipei City, Taiwan, within the context of the Bilingual 2030 Policy. The report addressed the guiding research question: How was the design of the bilingual integrative activity lessons carried out, and what challenges emerged during the process?
The pedagogical intervention spanned 10 weeks within a single semester across ten classes. The bilingual curriculum comprised two instructional units centered on cultural perceptions of beauty and environmental protection. Lesson designs were grounded in Huang & Tsou (2023) 4C2++ framework and utilized the MRT model (Huang, 2022). Data sources included classroom observation videos, lesson plans, and teacher reflective journals.
The results showed that the curriculum was designed and revised through three phases: the MRT model in Phase 1, the PPP framework in Phase 2, and the Teaching–Task cycle in Phase 3. Across these phases, several major challenges emerged, including (1) the influence of English teacher identity on decision-making in CLIL, (2) the impact of subject expertise on teaching readiness and confidence, and (3) the output problem. In response to these challenges, the lesson plans were iteratively revised based on classroom observations and the teacher’s reflective journals to better align the content, language demands, task difficulty, and scaffolding with students’ learning needs. This report documented examples of CLIL curriculum design for integrative activities within Taiwanese elementary education. More importantly, it provides practical pedagogical implications, including the recommendations for implementing a 4C-integrated teaching and task cycle, strategically using translanguaging and multimodal scaffolding, as well as emphasizing the importance of contextualized and authentic assessment and familiarity in CLIL curriculum design for practitioners navigating bilingual education in Taiwan.

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