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. 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. The given lesson combines the subjects Science and English and especially aims to increase pupils' interest in the natural phenomenon “the pond”.
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. The assignment closes with the conclusion.
Table of Contents
1. Introduction
2. Analysis of my lesson
2.1. Facts
2.2. Aims
2.3. Description of learning 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
Objectives and Research Themes
This assignment evaluates the planning, execution, and reflection of a Content and Language Integrated Learning (CLIL) lesson conducted in a third-grade primary school class, focusing on the natural environment of a school garden pond to foster both scientific knowledge and English language acquisition.
- Application of the CLIL approach in primary education.
- Evaluation of teacher talk and scaffolding strategies during practical instruction.
- Integration of hands-on, multi-sensory science activities with language learning.
- Reflection on lesson planning, timing, and pupil engagement.
- Analysis of pedagogical adjustments based on teaching practice and theory.
Excerpt from the Book
2.1. Facts
The analysed lesson took place on 12 June 2019 in the school garden of the “Franckesche Stiftungen” in cooperation with Mrs Jäger 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.
Summary of Chapters
1. Introduction: Presents the educational goals of the paper, defining the CLIL approach and outlining the primary school lesson's focus on nature and English vocabulary.
2. Analysis of my lesson: Details the facts, learning aims, environmental setting, lesson structure, and a pedagogical evaluation of the performed class.
3. Analysis of teacher talk: Examines the teacher's verbal interaction with pupils through a transcript, linking pedagogical methods to language learning theories like scaffolding.
4. Conclusion: Summarizes the insights gained from the practical lesson, emphasizing the value of interdisciplinary learning and the need for continuous teacher improvement.
5. Bibliography: Lists all academic sources and teaching manuals used for the preparation and analysis of the paper.
6. Attachments: Provides supporting documentation, including visual learning aids like picture cards, word cards, and the full video transcript.
Keywords
CLIL, Primary School, English, Science, Scaffolding, Teacher Talk, Lesson Planning, School Garden, The Pond, Vocabulary, Language Acquisition, Active Learning, Third Grade, Pedagogy, Transcription.
Frequently Asked Questions
What is the core focus of this assignment?
The paper focuses on the planning, conducting, and reflecting of a practical CLIL (Content and Language Integrated Learning) lesson for a third-grade primary class regarding the topic "The Pond".
Which subject areas are integrated here?
The document integrates English as a foreign language with Science (Sachunterricht), focusing specifically on natural phenomena observed in a school garden setting.
What is the primary goal of the lesson?
The goal is to enable young learners to acquire specific English vocabulary while simultaneously gaining a hands-on understanding of pond life and ecosystems.
What pedagogical methods are utilized?
The author employs active learning, hands-on exploration, vocabulary games like "What's missing?", and scaffolding techniques to support pupils' language and content progress.
What does the main part of the paper cover?
The main body covers the lesson's factual preparation, the description of the learning environment, a structured lesson plan, a critical evaluation, and a detailed analysis of teacher-pupil interaction.
Which keywords best describe the paper?
Key concepts include CLIL, Scaffolding, Teacher Talk, Primary School, and Language Acquisition.
How did the lesson's environment influence the learning experience?
Conducting the lesson in a school garden provided sensory-rich stimuli that supported the children’s grasp of the subject matter, though it also required strict management of behavior and time.
What was the observation regarding teacher talk quantity?
The analysis shows a 5:1 ratio of teacher talk to student talk, which the author justifies by the need to provide instructions, ensure clarity, and manage classroom behavior during the practical activities.
- Arbeit zitieren
- Anonym (Autor:in), 2020, Content and Language Integrated Learning (CLIL) in Classrooms, München, GRIN Verlag, https://www.grin.com/document/1259023
