As far as the final oral presentation is concerned, we presented a small in-class activity related to the science topic 'Water Cycle' which was, in principle, designed for a first of ESO class. The aim of the activity was not only for students to know the names of the different water states and the processes involved in those changes but also for them to develop their logical reasoning since they were expected to explain the water cycle in terms of causes and effects. Thus, students would learn about causality which, in turn, may be applied to multiple daily situations.

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As for my experience in this course, I would like to briefly mention the couple of things that have stricking me the most. On one hand, whether it is in CLIL or in content-rich classrooms, one of the biggest difficulties that one encounters when it comes to teaching is to make yourself understood and the materials comprehensible for students. One of the most common  tasks of a CLIL teachers is to adapt already existing materials. This has two sides, it is immensely beneficial for students but also quite time-consuming for the teacher. Thus, I think that further research and effort should be carried out in order to develop high quality CLIL materials. On the other hand, the other big issue is to assure students' undertanding and comprehension of the materials used within and outside the class. We, as teachers, have to bare in mind that our students have now an additional obstacle to content itself, that is, communicating in a language that is not your mother tongue. What an enterprise! We should be proud of the effort made by CLIL students.