CLIL Math Lesson Observation June 2019 Pt 1

Summary

In this engaging lesson, the teacher encourages students to participate in a fun questionnaire about their food preferences, specifically focusing on popular items like bubble tea and stinky tofu. The session incorporates tally charts to track students' likes and dislikes regarding meats and vegetables, fostering an interactive learning environment. As the students practice their English skills, the teacher emphasizes the importance of speaking and understanding the language, making the lesson both educational and enjoyable. Overall, the class combines language learning with cultural exploration, highlighting the significance of food in social settings.

Takeaways

• 📚 Students are encouraged to open their books and engage with the lesson content.
• 📅 The date mentioned is May 21st, highlighting the context of the lesson.
• 🍽️ The lesson includes a discussion about food preferences, particularly bubble tea and stinky tofu.
• 🤔 Students are asked to express their likes and dislikes regarding different foods.
• 📊 Tally charts are introduced to record students' food preferences.
• 📝 Students will create a questionnaire to gather data on meat and vegetable preferences.
• 🌱 The lesson involves learning vocabulary related to meat and vegetables.
• 🙋‍♂️ Interaction is encouraged as students are asked to raise hands and participate in discussions.
• 🔄 Multiple ways to respond to questions are demonstrated, emphasizing language practice.
• 🎉 The lesson incorporates music and applause to create an engaging learning environment.

Q & A

What is the main topic of the lesson?

The main topic of the lesson is learning English through a questionnaire about food preferences.

What two types of food are students asked about?

Students are asked about their preferences for meats and vegetables.

How does the teacher encourage English speaking?

The teacher encourages English speaking by asking students to raise their hands and answer questions in English.

What is one of the food items mentioned that some students like?

Bubble tea is mentioned as a food item that some students like.

How does the teacher collect students' preferences?

The teacher collects preferences through tally charts for each food item.

What method does the teacher suggest for answering questions?

The teacher suggests using complete sentences to answer questions about food preferences.

What is the significance of the tally chart in this lesson?

The tally chart helps visualize the frequency of students' food preferences.

What specific vegetables are students encouraged to discuss?

Students are encouraged to discuss various vegetables, though specific examples are not listed.

What do students need to do during the questionnaire activity?

During the questionnaire activity, students must ask each other questions about their food preferences and record the answers.

How does the teacher handle language challenges?

The teacher acknowledges the difficulty of English compared to Chinese and reassures students that it's okay to struggle.