The document analyzes a science CLIL lesson about healthy food taught to 3rd or 4th grade Italian students learning Spanish. It evaluates the lesson based on 9 criteria including the content, language focus, scaffolding, interactions, and incorporation of culture. Overall, the lesson effectively introduces vocabulary and structures with visual support. However, the analysis provides suggestions such as emphasizing student corrections, promoting more student-student interaction, asking more open-ended questions, and relating the food topic to different cultures.

1. 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: María Arredondo
ASSESSMENT TASK: [TYPE OF ASSIGNMENT: ANALYSIS OF LESSON PLAN
REFERENCE TO SPECIFIC MATERIAL ANALYSED/DATA ABOUT TEACHER INTERVIEWED: A science CLIL lesson about
“healthy food” is analysed. The class has around 24 students in 3rd or 4th grade. The students´and the teacher´s L1 is
italian.
CRITERIA FOR
ANALYSIS
DATA COLLECTED ANALYSIS IMPLICATIONS OR SUGGESTIONS FOR
IMPROVEMENT
1. Content Teacher presents a lesson
on “healthy food”.
The content of the lesson is
appropriate for the students´
age. It is also a standard in the
Spanish law. I think it is clear
that the purpose of the lesson
is not only developing the L2
but also the students to learn
about a new topic.
Nowadays, healthy habits are a very
important topic.
2.Type of input Rich vocabulary
Teacher provides
structures: Fruit and
vegetables give us …
The amount of vocabulary
introduced is appropriate for
the students´ level.
Teacher uses structures. It is
important that the students
can understand structures but
it is also important that the
students learn how to use
them.
In my opinion it would be good that
the students are asked to answer the
questions with complete answers. Ex:
Fruits give us ...
We shouldn´t forget that aacquisition
takes places when students are
exposed to the language and also
when they have opportunities to use
it.
3. Focus in form Teacher models language
and recast to make some
on the spot corrections.
Ex: Pronunciation for
vitamins.
Teacher provides a good
language model. She
paraphrases students´
sentences using the correct
language. However there is
not emphasis on those
corrections.
In order to make the students notice
form it would be helpful if the teacher
would emphasize a little harder in
those structures/ words that the
students need to correct. It would be
also positive if after words the
students repeat the structure or word
that we are trying to emphasize.
4. Support of
understanding
Visual aids (use of food
pictures, food pyramid
There is a clear support of
understanding. Teacher
pictures of the vocabulary
I definitely agree with this idea, visual
aids are a great support for
understanding especially when

2. used during the lesson. She
also provides a graphic to
present the proportions in
which food should be eaten.
introducing new content.
5. Promoting
interactions
Teacher asks students
different questions. Most
of the questions are close
questions in which only
one answer is possible.
Ex: Who can tell me what
is...?
Interactions students- teacher
happen during the lesson.
However there is not
interaction student- student.
It could be a good idea to let the
students interact with each other, for
example giving them some time to
share ideas about what a “good meal”
would be. Promote students´
interactions is difficult, especially at
the begging. However, we can plan
some times of controlled practice, for
example giving them some structures
to use in their interactions. Ex: Meat is
good because….
6. Scaffolding Teacher gives options to
facilitate meaning. Ex. Is
yogurt a fruit? Is yogurt
a...?
Teacher also provides
clues to help students to
find the correct answer Ex:
Nuts have a lot of oil.
During the lesson the students
are given a good support
through the learning process.
Scaffolding is very important for the
students to follow the lesson. I believe
we, as English teachers for English
learners, should always take in
account scaffolding strategies to
achieve a deeper learning.
7. Activation of
cognitive processes
Students play a game
where they have to classify
food in different groups.
They also have to prepare
a healthy menu.
The teacher uses activities
that require active learner
involvement.
Another option for this activity would
be that the students work in their
groups to prepare the menu and then
present it to the rest of the class.
8. Communication
strategies
In some occasions
students use
communicative strategies
such as transfer from L1 or
giving descriptions.
Although communicative
strategies happen during the
lesson, in my opinion there
are not enough opportunities
to use them because the
questions that the students
are asked are too close.
To promote these kinds of strategies
it would be good to congratulate
those students that use them to
motivate others to use them too.
Also, giving the students some
questions that have a more open
answer would probably increase the
students ‘needs to use these
strategies.
9. Bringing Culture
into the classroom
Teacher talks about
“healthy food”.
The teacher presents the topic
of healthy food which is an
important topic in every
In this lesson we could talk about
typical food in different countries
such as England or we could compare

3. culture. However, she does
not talk about any specific
culture. When talking about a
topic it is also a good idea to
relate to other cultures
because it emphasizes the
importance of learning a
second language.
the food habits in different countries
for example Spain and United States.