CLIL in Classrooms

Term Paper, 2020

38 Pages, Grade: 1,3



Table of contents

1. Introduction

2. Analysis of my lesson
2.1. Facts
2.2. Aims
2.3. Description oflearning environment
2.4. Lesson Plan
2.5. Evaluation of the lesson

3. Analysis of teacher talk
3.1. Analysis of teacher talk, based on transcription
3.2. Link to language learning theory

4. Conclusion

5. Bibliography

6. Attachments
6.1. Lesson materials
6.1.1. Picture cards
6.1.2. Word cards
6.2. Transcript

1. Introduction

Within the university teacher training the students get to plan and conduct lessons on their own, and in doing so they have got the chance to apply their knowledge and develop their teaching skills. The examination of such a lesson afterwards is fundamental for evaluating successful aspects and for learning from mistakes in order to avoid them in the next lesson. The present paper serves this purpose and deals with the analysis of a CLIL lesson about “the pond” conducted with pupils attending the third grade.

Content and Language Integrated Learning (CLIL) can be defined as “a dual-focused educational approach in which an additional language is used for learning and teaching both content and language” (Coyle et al. 2010, 1). Thus, a CLIL lesson does not only focus on content but also on language and, furthermore, aims to prepare the pupils for an international society and to increase their awareness of other cultures, (ibid.; Massler/Stolz 2013, 8) The given lesson combines the subjects Science and English and especially aims to increase pupils' interest in the natural phenomenon “the pond”. (Elsner/KeBler 2013, 42) By stimulating and expanding the children's vocabulary in the first part of the lesson the teacher forms the basis for the subsequent part in which the third-graders can apply their knowledge and practice the new words by playing the game “What's missing?”. After that, the young learners get to explore the school garden's pond and encounter the animals and plants in real life whose names they have just learned in class. It is through this activity that the pupils get enabled to build up a profound understanding of the pond-related vocabulary and of nature itself.

My lesson can serve as an introductory sequence for the bigger Science complex of “plants and animals” on the one hand and for the English area of “nature” on the other hand, since a little insight into the wide vocabulary of these sections is initiated as well as a first contact with nature. The responsible teacher can prepare following lessons based on what the children have learned in the school garden and either intensify the topic “pond” or introduce the learners to other natural phenomena. Furthermore, the lesson provides the teacher an insight into the pupils' language competences and shows him which language aspects need to be revised in class.

The first chapter of this paper focuses on the general facts regarding my lesson followed by the consultation of the Science and English subject curriculum considering the lesson's contents, whereas the final paragraph deals with the description of the lesson's learning environment. The lesson plan is presented in the second segment of the paper followed by the detailed analysis of the teacher talk based on the lesson's transcript. The subsequent part focuses on the teaching strategy “Scaffolding”, an approach describing a teacher's situated help for pupils in order to support their learning progresses. (Bland 2015, 83) The assignment closes with the conclusion.

2. Analysis of my lesson

2.1. Facts

The analysed lesson took place on 12 June 2019 in the school garden of the “Franckesche Stiftungen” in cooperation with Mrs Jager who is primarily responsible for the greenhouse and the surrounding garden area. Every week there are classes visiting the garden with their teachers and spending some time there to experience nature and plants. During my lesson there was a third grade from the “Francke” primary school. The lesson's topic was “The Pond”, and I divided it into two parts. In the first part we took a look at the differences between a lake and a pond, followed by the introduction of some pond-related vocabulary, and we closed with the game “What's missing?” in order to practice the new words. In the second part of the lesson the students got the opportunity to work at the pond and to explore the animals and plants living in the water. Thus, the lesson aimed not only to teach the young learners some English but also to let them experience Science.

2.2. Aims

As the lesson pursues the CLIL-approach and combines the subjects English and Science, both the “Fachlehrplan Grundschule Sachsen-Anhalt Englisch” and the “Fachehrplan Grundschule Sachsen-Anhalt Sachunterricht” need to be examined. The aims of the lesson are therefore divided in language-oriented and subject-oriented ones.

Concerning the language-oriented aims there are process-related skills in the area of communication and language acquisition that are required of the pupils. (Ministerium fur Bildung des Landes Sachsen-Anhalt 2019, 4-6) They are able to react to English impulses not only in a linguistic way as demanded with the task “Speak after me!” but also in a non- linguistic way by closing their eyes while playing the game “What's missing?”, (ibid., 4) In connection with these communicative situations, a clear articulation and intonation is necessary, (ibid.) The children are able to reveal the meaning of linguistic devices with the help of visual impulses, e.g. word cards and picture cards in this lesson, and can concentrate on the important aspects of a teacher's statement, (ibid., 6)

Besides those process-related skills, the lesson approaches content-related competences in the subject area “nature”. The young learners are able to say something about the pond and the plants and animals that can be found in it, which are the following: water lily, water skater, water bug, hand net, dragonfly, snail and frog. Furthermore, the children are able to use their elementary vocabulary to form sentences with a simple grammatical structure like “This is a pond.”, which they pronounce correctly in terms of phonetics, intonation and rhythm, (ibid., 8)

Regarding the aims of the subject Science the children achieve competences in the area “plants and animals”. (Ministerium fur Bildung des Landes Sachsen-Anhalt 2019, 14) They are able to name the different organisms living in the pond and to observe their living conditions, and while doing so they learn to treat the pond and nature in a responsible manner, (ibid.)

2.3. Description ofiearning environment

The lesson took place in the school garden of the “Franckesche Stiftungen” in Halle on Wednesday the 12th June 2019. Since the school garden is only a few minutes away from the primary school “August Hermann Francke”, the children could walk there together with their teacher. My lesson was shortened from 45 to 30 minutes due to the fact that the temperature was about to get very high in the course of the day. Consequently, it started at 9:45 a.m. and ended at 10:15 a.m. and was recorded with a camera in order to analyse it afterwards.

The first part of my lesson was conducted in the greenhouse of the school garden. The room was equipped with a whiteboard, magnets and whiteboard markers as well as one big table where 17 pupils sat down and a smaller one where the other seven children were seated. Some of them did not have the permission to be filmed and were therefore placed outside of the camera range. Only the teacher, the whiteboard and the 17 children at the big table can be seen in the video.

The second part of the lesson took place in the outdoor area at the pond of the school garden. The pupils got the opportunity to examine the plants and animals living in the pond and could therefore use a hand net and a cup magnifier, which were provided by Mrs Jager, the coordinator of the school garden.

The pupils of the primary school “August Hermann Francke” attended the third grade, and since it was the end of the school year, they had been learning English for about one year at the time my lesson took place. 24 children participated in my lesson, of which 14 were boys and ten girls. About ten children had an ethnic background, and it was not clear how many of them had another mother tongue than German or to what extent they had already mastered the English language.

The third-graders entered the room with a lot of energy and seemed to be very excited but managed to be quiet when I started the lesson. They appeared to be interested in the topic of the lesson, and most of them participated very well in the different exercises and games I played with them.

2.4. Lesson Plan

Abbildung in dieser Leseprobe nicht enthalten


Excerpt out of 38 pages


CLIL in Classrooms
Martin Luther University
Catalog Number
ISBN (Book)
clil, classrooms
Quote paper
Anonymous, 2020, CLIL in Classrooms, Munich, GRIN Verlag,


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