CLIL Lesson Plan Template

Teacher: Marcela Lpez

School: Colegio Caaverales
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
Other ways to multiply: array, repeated addition, grouping,
number line, skip counting.

Solving problems in contexts.

Categorising different strategies to multiply.
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
Factors

Product
Equals to:

Meaning
They are numbers we can multiply together
to get another number
The answer to a multiplication problem
Exactly the same amount or value.
Examples: 3 + 4 is equal to 7 1 Dollar is
equal to 100 Cents 60 seconds is equal to 1
minute.

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
Double:
The British Council, 2015

Indicating a degree or amount calculated by

multiplication with the number specified

How you support learners with this

language
Students will be given a hand out with
vocabulary and examples.
Modelling pronunciation by listening to
audios and repeating. There will be a
display with the vocabulary and pictures in
a power point presentation.

CLIL Lesson Plan Template

Teacher: Marcela Lpez
School: Colegio Caaverales
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 much is...? Its..

How many?
What is the double of 3? It is 6 : 2 x 3=6

Finding quantities

Who has more money left?

What is the total cost?

Comparing quantities

Multiply 2 times 4
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

Operational language

How you support learners with this

language
Students will be invited to look at and
remind themselves of the functional
phrases that will be displayed on the
power point presentation.
I expect students to use this language.

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
Activate Prior
Knowledge

Time
8:408:50
10
mins.

Interaction
/
Focus
Ss

Teachers Procedure

Students Procedure

(What the teacher does)

(What the students do)

T will place some ula ulas around the

classroom and will propose Ss to
play Simon says with different
grouping amounts. Each ula ula
represents a group.
Simon says:
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

Students will answer teachers questions by

predicting.
Ss discuss in groups their answers.
Ss sit down on the floor making a circle and
discuss teachers question.

CLIL Lesson Plan Template

Teacher: Marcela Lpez
School: Colegio Caaverales
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
8:
508:55

Mind Map

Key Vocabulary

5
mins
8:559:05
10
mins
9:059:20

T will propose the next questions:

What is the fastest way to know the
total?

Ss will predict.

What strategies did you use to get

your answers?
T-Ss

T will propose Ss to illustrate their

ideas on how to solve the ula ula
problems and provide extra
strategies.

Ss will make a general mind map pasted on the

wall writing the strategies they used

T-Ss

T will display vocabulary of

multiplication by playing
pronunciation of the words.

Ss will repeat the word they listen to with the

correct pronunciation.

Ss-Ss

T will propose Ss to solve three

mysteries. There will be three types
of groups: circles, rectangles and
triangles. The task is to be solve
individually and each mystery lasts
five minutes. Each group will receive
individual worksheets and will go to a
different place of the classroom to
solve them.

Ss will rotate to solve the mysteries.

10
mins
Multiplication
Mysteries
9:209:30
10
mins

The British Council, 2015