Task assesment S1 M Arredondo
- 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.