Section 5.

1. Posgrado en CLIL e innovación en el aula
de inglés de Educación Primaria
Módulo 1. Principios básicos del aprendizaje en el aula bilingüe
Block 1: Principles of Effective Teaching and Learning of the L2 in the CLIL Classroom
NAME/S: PATRICIA GARCÉS RAMÓN
ASSESSMENT TASK: ANALYSIS OF A CLASS: Healthy Food
CRITERIA FOR ANALYSIS DATA COLLECTED ANALYSIS IMPLICATIONS OR SUGGESTIONS FOR
IMPROVEMENT
1. Comprehensible input.
The language used is not
too simplified. The teacher
provides rich language.
The teacher is talking most of the
time, using a rich language, so
students are exposed to
comprehensible oral input.
Structures used are not too complex
and language is not too simplified,
what allows learners to understand the
content.
Students don’t receive written
comprehensible input.
Students should be exposed to both oral and
written comprehensible input. For example, at
the same time the different food is projected,
they could be accompanied by the words.
Apart from this, students don’t have the
opportunity to develop the rest of skills.
2. The teacher uses pauses,
repeats and paraphrases
what has been said.
The teacher sometimes repeats
what students have said. She uses
pauses and speech rate is
adequate for comprehension.
The teacher repeats what students
have said in order to correct the
pronunciation or to put emphasis in
key words.
3. The verbal language is
supported by non-verbal
language.
Oral language is supported by
images.
It helps students to understand better
what has been said.
This is beneficial for most students, but mainly
for visual learners. The teacher should introduce
different resources in order to deal with different
multiple intelligences.
4. There are opportunities
for interaction in the
classroom.
Interaction is based on answering
teacher’s questions.
This lesson follows the pattern teacher-
lead IRF (initiate-respond-feedback).
There are not opportunities for
students to lead the lesson.
The teacher could let the students interact
between them in small groups, for example,
when they sort the food into the different
categories. It would be suitable to let them
discuss and come to an agreement. This would
develop their oral interaction skill.
5. Learners use language
creatively, even though they
make mistakes.
Students are mainly asked to
answer with simple words and
they rarely make complete
sentences.
Students show they understand what
the teacher says, but they don’t have
the opportunity to use the language for
a communicative purpose.
The teacher could make them answer the
questions with complete sentences.
Maybe after having explained the content the
students could work in pairs choosing a group of
food and explaining what they know about that
group.

2. Posgrado en CLIL e innovación en el aula
de inglés de Educación Primaria
CRITERIA FOR ANALYSIS DATA COLLECTED ANALYSIS IMPLICATIONS OR SUGGESTIONS FOR
IMPROVEMENT
6. The teacher uses
enhanced recasts for what
has been said wrong.
In some cases, we can see the
teacher repeats some words
putting more emphasis in order to
correct students’ pronunciation.
This provides some feedback at the
moment the students talk. It is not
frequently used since the students ‘oral
production is limited to words or very
simple sentences.
7. The teacher pushes
learners towards producing
more elaborate, accurate
and comprehensible
utterances.
The teacher doesn’t push students
to elaborate complete sentences.
I think this is one of the weakness of
this session.
Students should be given the opportunity to
produce utterances, for example, asking more
open questions, talking about personal eating
experiences or about healthy food…
8. L1 is used to support
learning, check
comprehension, teach
items…
L1 is not used. In some cases it is advisable to use L1 in
order to clarify some aspects or check
comprehension.
9. The teacher is a facilitator
in the class providing
learning opportunities.
The teacher is asking all the time
or saying unfinished utterances for
students to complete.
This is a teacher-led session that makes
the most confident students
participate, but not the shy ones. Some
students need other types of activities,
not only with the whole group.
The teacher could act as a resource in herself and
promote cooperative and discovery learning,
facilitating different ways of interaction or
communication.
10. Students learn actively,
they take part of their own
learning process.
Some students take an active part
in the activities by answering the
teacher’s questions.
Not all the students participate in
whole group activities, so there is not
an opportunity for everybody to learn
actively, most learning in this session is
passive.
The teacher couldplan different types of activities
using different materials or resources in order to
give each student the opportunity to take part of
their own learning process and learn better.
11. The teacher creates
communicative situations as
much similar to reality as
possible, in order to give
learners the feeling of
authentic communication.
The only communicative situation
is question-answer.
Students don´t have the opportunity to
communicate as they do in real life,
with a purpose and changing roles.
The teacher could introduce a great variety of
communicative activities in order to develop oral
skills. For this purpose, groupings should be
varied too.