CLIL Lesson Plan Template

Teacher: Marcela López

School: Colegio Cañaverales
AIMS
(What are the main aims of your lesson (content, language skills and language items)? What do you want your learners to have learnt by the end of this lesson?)
MAIN AIM: By the end of the lesson, learners will have seen that multiply means to add in an abbreviated way the number itself
a number of times, by classifying objects in groups, using analysis, combination and conclusion skills.

SUBSIDIARY AIM: Learners will also be able to………………..

• Learn/revise essential vocabulary

• Relate math to everyday life
• Calculate

CRITERIA FOR ASSESSMENT

(What kind of assessment will be used in class? (teacher, peer, self?) What are you assessing, how?)
- Monitoring of, and feedback on, final tasks about mysteries will evaluate learners’ responses.
- Evaluation of their hypothesis and conclusions.

TEACHING OBJECTIVES
Content Cognition
(New knowledge, skills and understanding) (High-order thinking skills, problem-solving, challenges and reflection)

 Multiplication  Solving problems in contexts.

 Other ways to multiply: array, repeated addition, grouping,  Categorising different strategies to multiply.
number line, skip counting.  Grouping quantities to add.

Culture
(Awareness of self and other, identity, citizenship, and pluricultural understanding)
 Working together to represent quantities with their bodies.
 Finding connections to daily life activities that require multiplication: at the grocery store.

Communication (What and how)

Language of Learning
(Key vocabulary – content-obligatory)
Language Meaning How you support learners with this
language
Factors They are numbers we can multiply together
to get another number Students will be given a hand out with
vocabulary and examples.

Product The answer to a multiplication problem Modelling pronunciation by listening to

Exactly the same amount or value.
Equals to: Examples: 3 + 4 is equal to 7 1 Dollar is
equal to 100 Cents 60 seconds is equal to 1
minute.
audios and repeating. There will be a
display with the vocabulary and pictures in
a power point presentation.

Multiply:
A mathematical operation performed on a
pair of numbers in order to derive a third
number called a product.
Groups of:
Equal groups: Equal groups of four Indicating a degree or amount calculated by
Double: multiplication with the number specified
The British Council, 2015
 CLIL Lesson Plan Template
Teacher: Marcela López
School: Colegio Cañaverales
AIMS
(What are the main aims of your lesson (content, language skills and language items)? What do you want your learners to have learnt by the end of this lesson?)

Repeated addition:

Lots of:
Language for learning
(Functional language e.g. language while learners participate in the lesson – thinking skills)
Language Meaning How you support learners with this
language
How much is...? It’s….. Finding quantities
How many…?
What is the double of 3? It is 6 : 2 x 3=6 Students will be invited to look at and
remind themselves of the functional
phrases that will be displayed on the
Who has more money left? Comparing quantities power point presentation.
What is the total cost?

I expect students to use this language.

Multiply 2 times 4 Operational language
2 plus 3 equals five.
2 plus 3 is equal to five.
4 times 3
Multiplied by: 2 multiplied by 3 = 2x3
If you group this quantity…
Language through learning
(Language progression, practice and extension – emerging language, and what you will do with this)

I will monitor individual, pair and group tasks and feedbac on language problems that affect communication or sound repetitive. I will also
board any useful and well-used language for language extension.
ANTICIPATED PROBLEMS AND SOLUTIONS
(What problems do you anticipate, and how will you solve them? This could be about timing, length/style/level of text, behavioural management, classroom management
(pairs/groups), weak/strong learners, language, setting up activities, checking understanding, etc.)
Problems Solutions
 There may be strategies to multiply that students do not understand.  I will propose students to work in pairs to explain students
who did not understand. I will feedback each pair.

LESSON PROCEDURE
Stage and aims Time Interaction Teacher’s Procedure Students’ Procedure
/ (What the teacher does) (What the students do)
Focus
Activate Prior 8:40- Ss T will place some ula ulas around the Students will answer teacher’s questions by
Knowledge 8:50 classroom and will propose Ss to predicting.
play “Simon says” with different
10 grouping amounts. Each ula ula Ss discuss in groups their answers.
mins. represents a group.
Ss sit down on the floor making a circle and
Simon says: discuss teacher’s question.
“3 feet in each ula ula (2 ula ulas).
How many students are in total?”
3X2=6

3 feet in each ulala (3 ula ulas)

The British Council, 2015
 CLIL Lesson Plan Template
Teacher: Marcela López
School: Colegio Cañaverales
AIMS
(What are the main aims of your lesson (content, language skills and language items)? What do you want your learners to have learnt by the end of this lesson?)
3x6=18

5 feet in each ula (4 ula ulas)

4x5=20

Hypothesis T-Ss T will propose the next questions: Ss will predict.

8: What is the fastest way to know the
50- total?
8:55
What strategies did you use to get
5 your answers?
mins
Mind Map 8:55- T-Ss T will propose Ss to illustrate their Ss will make a general mind map pasted on the
9:05 ideas on how to solve the ula ula wall writing the strategies they used
problems and provide extra
10 strategies.
mins
Key Vocabulary 9:05- T-Ss T will display vocabulary of Ss will repeat the word they listen to with the
9:20 multiplication by playing correct pronunciation.
pronunciation of the words.
10
mins
Multiplication Ss-Ss T will propose Ss to solve three Ss will rotate to solve the mysteries.
Mysteries mysteries. There will be three types
of groups: circles, rectangles and
triangles. The task is to be solve
9:20- individually and each mystery lasts
9:30 five minutes. Each group will receive
individual worksheets and will go to a
10 different place of the classroom to
mins solve them.

The British Council, 2015