School:

Date: Novembre 16thCaaverales

2016
Internacional
TeacherMarcela
Class Grade: Third A
Lopez
Subject: Math
Lesson focus :skills/language
Multiplication

Length: 45 minutes

Number of students: 14
Observer: Ricardo Reynel
Classroom Environment: Ss are in
groups of 4 or 5.

Strenghts

To consider

This CLIL activity is engaging and allows

students to make connections with the prior
knowledge and how to use it for a new content.
Class management is very good.

Make instructions clearer for the mysteries.

TIME
8:30

COMMENTS
Ss are engaged.
Instructions are clear.

8:40

STAGE
Warm up

Activating
Prior
Knowledge

8:45

Material
distribution

9:00

Vocabulary
teaching

ACTIVITY
Students are asked to
arrange the class giving
space in the center, the
teacher displays some ulaulas and places one on the
floor. Teacher establishes
some
rules
for
participating in a game
Teacher asks students to
place an X number of feet
in each ula-ula. And asks
some questions asking
students to think about
solutions to the problems
they face.
Students come to the
conclusion
that
multiplication is the fastest
way to solve the problems.
Teacher
shows
some
strategies
to help
Ss
multiply. They are pasted
on a mind map on the
board.
Students are asked to sit in
a semi-circle form facing
the tv. Using a PPT teacher
introduces
vocabulary.

Ss continue engaged.
Teacher reinforces continuously the rules of
participation and class management.
Teacher asked a lot of questions making
students think constantly. (very good)

This helps students connect their prior

knowledge with the content of the class.

The teacher reinforces pronunciation

allowing students to practice several times.

9:10

Mystery
solving:

Theres also audios with

the
pronunciation.
Students listen and then
repeat the pronunciation.
Teacher
explains
the
distribution of students in
order
to
solve
some
exercises (mysteries)
Teachers sets a time on the
tv for students to know
when to rotate to another
activity.
The teacher helps in a
table students that have
difficulties with their task.

Teacher checks
understanding.

permanently

students

Instructions are taking too long to explain.

Some students seem to be lost in the
instructions.
Students continue very engaged in the
activity.