Seminario 1

Andrea Enciso

CLIL -Universidad
Internacional de Valencia

This Science class (recorded at the CP Antonio Machado in San Sebastin de los
Reyes) is divided, roughly speaking, into 4 major parts.

Part I. The teacher greets the students and asks them to say the date and the
year. How does she do this? Think about different ways to carry out the class routines.
Part II. The teacher revises the subject content: animals.
What kind of structures does she use to elicit student participation/interactional
strategies?
What is the role of the language assistant in this part? What kind of support does she
use?
How does the teacher deal with correction? In other words, does she correct the students.
And if so, when and how?
Which skills are mostly practiced in this part?
Part III. Guessing game: vertebrate or invertebrate animals.
Explain in your own words the activity.
How is the blackboard used in this part?
What kind of feedback does the teacher, and the language assistant, provide in this
stage? Include some examples.
What type of vocabulary do students know? Again, provide some examples.
How does the teacher revise this vocabulary in written form?
Part IV: Students are given a worksheet to complete in writing the names of the
bones they have learned.
What kind of information does the worksheet contain? How is it presented? Why is the
worksheet done at the end of the lesson?

- Identify at least 6 CLIL core features and explain when they appear (p.21theory)

- Think about different possibilities to reduce teacher time talking and foster
students communication

Questions based on Emma Dafouz CLIL Course