CLIL by lucy mosquera

UNIT 1 CONTENT LANGUAGE INTEGRATED LEARNING: CLIL BY DORA RODRIGUEZ COD: 1135072 TO NELLY STELLA PARDO

UNIVERSIDAD PEDAGÓGICA Y TECNOLÓGICA DE COLOMBIA UPTC 2012

THEME 1: CLIL Activity 1

THEME 1 Activity 2

The example is consulted on the page www.rachelhawkes.com/PandT/CLIL In this document we can see how CLIL methodology applied; this is based on the proposals of Mike Ullmann, pioneer of CLIL in UK. This document describes what CLIL is and how you can develop to achieve academic goals. In addition, we found some examples that illustrate how we can properly take place in the classroom. The document gives us the necessary perspective to understand and to apply CLIL in our classroom in a simple way correctly illustrates the

steps and resources needed to carry out the job properly.

THEME 2: Planning and applying Activity 1 CLIL: A lesson plan Mathematics This lesson is based on a mathematical explanation about fractions.

Aims 1. 2. 3. 4.

To increase students’ knowledge of subject content. To develop student’s knowledge of content-related lexis. To develop all four language skills within a content-based context. To develop academic skills such as note taking.

Main Objectives: 

Demonstrate an understanding of number concepts.



Demonstrate an understanding of mathematical relations, functions, and other algebraic conceptual.

Level: elementary Procedure Lead-in • The teacher tells the students that they are going to listen to and read a text about fractions. • The students brainstorm the topic (in groups or onto the board). The teacher elicits / teaches basic information. • Students predict the content of the text (numbers, symbols, representations). • Students listen to the text to confirm expectations. • Students are asked to ‘map’ the text on the basis of their predictions. This takes the form of an ideational framework which can be used as a basis for note-taking later. The teacher provides an example of a framework (Worksheet A) but also offers the students some samples.

Activity 1: introduction  

Students read the sample to understand to correct way to solve the mathematical problems. During the reading teacher will answers the several questions about the procedure to solve the problems

Activity 2: consolidation  

Students try to solve two mathematical problems to apply the previous information. Students work in groups of five to explain a problem follow the steps previously explain through the samples.

Evaluation The teacher and students evaluate the activity in order to identify the advantage and disadvantages presented during the lesson.

Worksheet Name:___________________________________________________ ____date_____________Grade________ Topic: Fractions Main Objectives:  Demonstrate an understanding of number concepts.  Demonstrate an understanding of mathematical functions, and other algebraic conceptual.

relations,

Clues 1. When you take tests, if a questions ask you to compare or order fractions, draw fractions bars and shade. Example: ¾

2. You may find the term “out of”. This tells you to set up the phrase in fraction form. Example: 4 out of 5 =4/5

Samples 1. If the ratio of girls to boys at the school dance is 2 to 3, then the dance could have: A. 20 girls and 35 boys B. 25 girls and 35 boys C. 35 girls and 25 boys D. 24 girls and 36 boys Girls/boys

Set the answer choices in fraction form reduce. The correct answer is D. That is the only one of the reduced fractions that matches 2 to 3. 2. Mr. Lewis, a mechanic, is cleaning out his tool box. He has sorted the wrenches into groups according to size and has arranged the wrenches from smallest to largest. In

what order has Mr. Lewis placed his tools? A. ½ inch, ¾ inch, 3/8 inch B. ¾ inch, ½ inch, 3/8 inch C. 3/8 inch, ½ inch, ¾ inch D. ½ inch, 3/8 inch, ¾ inch

3/4

3/8

1/2

Try it Reach each problem carefully. Mark the circle next to the answer. 1. Sam´s dog had 5 puppies. Four of the 5 puppies were male. What percent of the puppies were male? A. 20% B. 45% C. 80% D. 125% 2. Grandmother is making a quilt out of different-colored cloth squares. The first 3 squares are red, then 4 blue, 2 green, and finally 1 yellow. If the pattern continues, what will the eighteenth square be? A. Red B. Blue C. Green D. Yellow Make in group

Which letter best represent 5.6 on the number line?

A. M B. N C. O D. P EVALUATION Do you understand this lesson? A. Yes B. No It was interesting? A. Yes B. No THEME 2 Activity 2 The activity was developed in accordance with planning. First, the teacher explained the target class. The examples presented were analyzed through a reading comprehension of information and emphasis on the new vocabulary related to mathematics. The teacher worked the vocabulary using flash cards as a support. Then, students resolved the problems following the previous examples. Finally, they evaluated the lesson answering two questions written at the end. It is important to note that students explain the process in a little presentation in front of the class.

In general, students like the lesson, but it is very important to work strongly in the vocabulary, because was very difficult to they speak in English using the new vocabulary. ANEX

THEME 2 ACTIVITY 3 Lesson_____________ Topic ______________Date_____________ TeacherÂ´s name: _________________________________________ CATEGORY Mathematical Concepts

4 Explanation shows complete understanding of the mathematical concepts used to solve the problem(s).

3 Explanation shows substantial understanding of the mathematical concepts used to solve the problem(s).

Mathematical Reasoning

Uses complex and refined mathematical reasoning. Student always listens and follows directions and only uses manipulative as instructed.

Uses effective mathematical reasoning Student typically listens and follows directions and uses manipulative as instructed most of the time.

Explanation

Explanation is detailed and clear.

Explanation is clear.

Diagrams and Sketches

Diagrams and/or sketches are clear and greatly add to the reader\'s understanding of the procedure(s). All problems are completed.

Diagrams and/or sketches are clear and easy to understand.

Diagrams and/or sketches are somewhat difficult to understand. All but two of the problems are completed. Work has been checked by one classmate but some corrections were not made. Sometimes uses an effective strategy to solve problems, but does not do it consistently.

Use of Manipulative

Completion Checking

The work has been checked by two classmates and all appropriate corrections made.

All but one of the problems are completed. The work has been checked by one classmate and all appropriate corrections made.

Strategy/Procedu res

Typically, uses an efficient and effective strategy to solve the problem(s).

Typically, uses an effective strategy to solve the problem(s).

1 Explanation shows very limited understanding of the underlying concepts needed to solve the problem(s) OR is not written. Little evidence of mathematical reasoning. Student rarely listens and often \"plays\" with the manipulative instead of using them as instructed.

Explanation is difficult to understand and is missing several components OR was not included. Diagrams and/or sketches are difficult to understand or are not used. Several of the problems are not completed. Work was not checked by classmate OR no corrections were made based on feedback. Rarely uses an effective strategy to solve problems.

total

Mathematical Terminology and Notation

Correct terminology and notation are always used, making it easy to understand what was done.

Correct terminology and notation are usually used, making it fairly easy to understand what was done.

Correct terminology and notation are used, but it is sometimes not easy to understand what was done.

There is little use, or a lot of inappropriate use, of terminology and notation.

THEME 2 ACTIVITY 4 Lesson: 01

Topic: Fractions

Date: March

9Th, 2012

TeacherÂ´s name: Dora Rodriguez CATEGORY Mathematical Concepts

4 Explanation shows complete understanding of the mathematical concepts used to solve the problem(s).

3 Explanation shows substantial understanding of the mathematical concepts used to solve the problem(s).

Mathematical Reasoning

Uses complex and refined mathematical reasoning. Student always listens and follows directions and only uses manipulative as instructed.

Uses effective mathematical reasoning Student typically listens and follows directions and uses manipulative as instructed most of the time.

Explanation

Explanation is detailed and clear.

Explanation is clear.

Diagrams and Sketches

Diagrams and/or sketches are clear and greatly add to the reader\'s understanding of the procedure(s). All problems are completed.

Diagrams and/or sketches are clear and easy to understand.

Use of Manipulative

Completion Checking

The work has made by all students and all appropriate corrections made.

Strategy/Procedu res

Typically, uses an efficient and effective strategy to solve the problem(s).

All but one of the problems are completed. The work has made by a lot of students and all appropriate corrections made. Typically, uses an effective strategy to solve the problem(s).

2 Explanation shows some understanding of the mathematical concepts needed to solve the problem(s). Some evidence of mathematical reasoning. Student sometimes listens and follows directions and uses manipulative appropriately when reminded. Explanation is a little difficult to understand, but includes critical components. Diagrams and/or sketches are somewhat difficult to understand. All but two of the problems are completed. Work has made by several students but some corrections were not made. Sometimes uses an effective strategy to solve problems, but does not do it consistently.

total

3 3

3 Explanation is difficult to understand and is missing several components OR was not included. Diagrams and/or sketches are difficult to understand or are not used. Several of the problems are not completed. Work was not made by many students OR no corrections were made based on feedback. Rarely uses an effective strategy to solve problems.

4 2

Mathematical Terminology and Notation

Correct terminology and notation are always used, making it easy to understand what was done.

TOTAL

VERY GOOD LESSON (36)

Correct terminology and notation are usually used, making it fairly easy to understand what was done. GOOD LESSON (27)

Correct terminology and notation are used, but it is sometimes not easy to understand what was done. BASIC LESSON (18)

There is little use, or a lot of inappropriate use, of terminology and notation.

NOT GOOD LESSON (9)

The lesson was good, students understand the information and did the exercises to solve the problems, but some of them didnÂ´t explain the process follow, using English as their communicative language, so itÂ´s very important make work in vocabulary in order to improve it.

3 27