Analysis of a clil class

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: Daniel Sancho Pérez
ASSESSMENT TASK: TYPE OF ASSIGNMENT: ANALYSIS OF LESSON CLASS
Healthy food (Primary class)
CRITERIA FOR
ANALYSIS
DATA COLLECTED ANALYSIS IMPLICATIONS OR SUGGESTIONS FOR
IMPROVEMENT
2. Scaffolding techniques:
Appropriate language
(speed, short
sentences, repeat,
paraphrase, ...)
Slow speech, repetition off
meaningful chunks
Teacher's speech is
comprehensible for the students
Some terms aren`t explained and
she doesn’t stop on them:
Carbohydrates, fats, proteins…
Students speak about what they already
know, but some “more difficult” concepts
aren’t treated
3. Scaffolding techniques:
Body language
Numbers with the fingers It helps to follow the lesson It helps to follow the lesson
4. Scaffolding techniques:
Visual support
(pictures, charts, ...)
Pictures on screen, pointing as
speaking
It helps to follow the lesson It helps to follow the lesson
5. Interaction: How
mistakes are treated?
Pronunciation (Vitamins,
muscles)
She repeats the word correctly She might request the student to repeat
correctly to make him/her conscious of the
correct form
6. Interaction: Negotiation
of meaning
(comprehension
checks, clarification
requests, confirmation
checks, recasts)
Not observed We don’t know if students are understanding
the classification or they are just sorting
correctly by heart. The teacher could do
some comprehension checks like “when do
you need to eat...?” “Is suitable to eat ...
before sleep/sport...?
7. Does the teacher focus
on form:
Contextualized
grammar, Recast
Not observed The teacher may focus on that the students
use whole sentences such as “the jam fits in
fats and sugars” and not only isolated
vocabulary

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
8. Cognitive processes
activated:
Learning strategies
(guessing words,
inferring meaning, ...),
Selecting, Classifying,
Ordering, Reasoning,
Evaluating
Activate previous knowledge
Classifying
The teacher is asking what students
already know
In which group fits in?
They could the same activity but not only
classifying but ordering by importance as
well., reasoning the answers.
A further activity could be evaluate a week of
the school menu to apply what they have
learnt
9. How is the use of L1:
To check comprehension,
To support learning,
To translate
SS translate answering to
teacher question
The teacher provoke to use L1 when
she ask directly about the meaning
They already knew the answer, so it was
easily avoidable
10. Role of the teacher:
Facilitator (create learning
opportunities), Active
learners, control,
assessor, etc
Active learners Try to make students take part in the
lesson
Not every student participate. Several times
the teacher ask to the same students.
11. Linguistic skills:
listening, speaking,
reading, writing
Listening
Speaking
It might be appropriate to accompany the
pictures with the words, integrating oral and
written skills
12. Development of a task
by the students
Plenary and in small groups
Sorting activity
The small groups activity is
developed like the previous plenary
one
The small groups activity may be more
motivating if we score the teams .
There are many task the students can do
afterwords, individually or in groups: the
same activity they have done but individually
in the computers classroom, a diary of health
diet, research about specific healthy
products and their features...
13. Sociocultural contents
Healthy food