Although at the first moment it seems difficult to study Baroque music in English (both to me and my students!), the activity worked so well! I felt confident, despite some mistakes (ups!) and, little by little, so the students.  Some of them started asking and speaking mostly in Catalan, but in the end, most of them tried to express themselves in English. And, a very nice point: they really worked together and help each other to do the activities and understand the text.

I really loved a very special moment, when a boy tried to help a mate recently arrived from Morocco to understand the activity using Amazigh language (a really plurilinguistical classroom!): he finally managed to ask his question about the text in English! It was a pity not being able to record the scene!

As a reflection after the implementation, I think the preparation of the CLIL activity is the main clue to the success: anticipating the difficulties the students can find, preparing language scaffolding and different kinds of support materials, organizing teamwork... Without this previous planning, the activities may be more difficult and less interesting for the students.

On the other hand, as the activity progresses, confidence increases and the students become shameless and more capable to use English. And also for the teacher (I was not used to speaking English with my students at all, an I also needed some time to feel comfortable and confident). I think after the first CLIL activity we all are more ready to continue doing classes using English.

And finally, I really appreciate the collaboration with my colleagues: English teachers,  my music colleague and, of course, the mates in the GEP course. I think we may improve this collaboration in a more systematic way.

As you can see in the video below, my colleague Júlia helped me recording the two-hours activity with one of the groups.