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International House - Accademia Britannica Roma www.ihromamz.it © Ian Nuttall 2012

CLIL through Maths and Science

Ian Nuttall

http://ihmanzoni.wikispaces.com/

TIME: 90 minutes

OVERVIEW OF SEMINAR 2 mins

• Stage One: Recap on CLIL – Overview of content/language in maths and science lessons

• Stage Two CLIL through Maths

• Stage Three: CLIL through Science

• Stage Four: Other considerations

• Stage Five: Round up, further reading and resources

MATERIALS:

� Handout 1: Examples of content/language used in Maths and Science lessons � Handout 2: Data. Bar and line graphs

� Handout 3: Content-obligatory and content-compatible language. Ways to support maths-related language

� Handout 4: Card sorting

� Handout 5: Scaffolding � Handout 6: Real-life examples

� Handout 7: The human body. Muscles and bones

� Handout 8: The human body. Bones, muscles and joints

� Handout 9: Do long bones break more easily than short bones?

� Handout 10: Further reading and resources

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Stage One: Recap on CLIL and overview of content/language in maths/science lessons 10 mins

1. What does CLIL stand for?

2. Content Language Integrated Learning

3. What does it mean?

4. Learning a school subject in another language. For example: learning mathematics, science etc. in English

5. What are the advantages for students?

6. Acquire knowledge about the subject + learn and use English

Language is a tool to transfer knowledge and a form of communication

CLIL challenges students cognitively on 2 levels: Content and Language

7. Think about one of your maths or science lessons on a particular topic. What is the language of that lesson?

8. SPs fill in table A on Handout 1. Feedback of ideas

Stage Two: CLIL through Maths 35 mins

1. How do you say “1 + 1 = 2” in English?

2. Students need the lexical/grammatical knowledge to say this

3. Which words would you expect the students to know already?

4. The numbers (Content-compatible language or non-subject-specific language)

5. Which words might be unfamiliar to the students?

6. “plus” and “equals” (Content-obligatory language)

7. Think of a lesson on a particular aspect of maths. From your experience, what content-compatible and content-obligatory language do you use in it? Can you think of some examples?

8. SPs fill in table B on Handout 1. Feedback of ideas

9. What do these diagrams represent?

10. Graphs

11. Here is an example of how you can deal with basic graphs in the classroom. Handout 2

12. What kind of graphs are these?

13. Linear and non-linear graphs

14. Let’s look at some typical aims for a CLIL lesson on linear and non-linear graphs. What is the content-obligatory language in these aims?

15. SPs discuss. Feedback of ideas

16. What could be some typical content-compatible language in a lesson on linear graphs?

17. SPs discuss. Feedback of ideas. Handout 2

18. How can you clarify meaning of content-obligatory language items? One way is to provide definitions. Can you think of any others?

19. SPs discuss. Feedback of ideas

20. How can you help students remember content-obligatory language items? One way is to use mnemonics e.g. BODMAS

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21. How can you consolidate knowledge of content-obligatory language items?

22. Crossword puzzles (including communicative crosswords)

23. How can you activate/evaluate knowledge of content-obligatory language items?

24. Mind maps, little tests, encouraging students to do research on the internet

25. Other activities: card sorting, scaffolding, problem solving related to real-life examples. Handouts 3, 4, 5 and 6

Stage Three: CLIL through Science 35 mins

1. Let’s look at a CLIL lesson on ....

2. The human body

3. Let’s look at some typical aims for a CLIL lesson on the human body

4. First aim) To review the names of the main bones, muscles and joints in the human body. Second aim) To understand the functions of human bones, muscles and joints

5. How can a teacher deal with vocabulary related to human bones, muscles and joints?

6. Provide a labelled diagram or ask students to label one. Handouts 7 and 8. The names of these bones, muscles and joints would be content-obligatory language. Some examples of content-compatible language would be “short, long” etc. It may also be necessary to focus on the pronunciation of relevant vocabulary.

7. What other activities can the students do?

8. Students could also respond to questions such as “How may ribs do you have?”, complete exercises like the ones produced by onestopclil.com, do a communicative crossword, have a group discussion etc.

9. What could be other possible aims for this lesson? Let’s take a look at the next slide. Is there any content-obligatory language?

10. Two items that would probably need clarification are “forcemeter”, “newton” and “variables”. However, there may be a cross-curricular link that can help clarify the meaning of certain vocabulary. Students may have seen these three terms in their physics lessons. Meaning can also be checked via a multiple-choice quiz or through a series of questions.

11. Do long bones break more easily than short bones? Let’s look at an experiment that your students could do...but with straws (not bones!). Handout 9. Is it necessary for students to record data?

12. Yes! They can do this in a table. Students will probably need sentence level support for communication of results too.

13. What other skills are important?

14. Communicating results and making conclusions. You can ask students to refer back to the aims of the experiment.

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Stage Four: Other considerations 5 mins

1. Let’s look at some other considerations for CLIL Maths and Science teachers.

2. When you’re choosing material make sure it is suitable.

3. Language needs to be suitable too. However, you can always adapt material to the level of your students i.e simplify it.

4. Delete anything that isn’t needed.

5. Add anything that is needed.

Stage Five: Round up, further reading and resources 5 mins

1. Handout 10

2. Wikispaces for full notes of this and other seminars delivered. http://ihmanzoni.wikispaces.com

3. Thankyou!

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Handout 1:

Examples of content/language used in one of your Maths/Science lessons

Table A

Maths Science

CLIL Maths lesson

Table B

Content-obligatory language Content-compatible language

© Ian Nuttall 2012

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Handout 2:

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Handout 3:

A CLIL lesson on linear graphs

Content-obligatory language

Content-compatible language

equations

coordinate pairs

table of values

linear graph, non-linear graph

straight-line graph, curved graph

x-axis, x coordinate

y-axis, y coordinate

the x and y axes

“I’ll plot the coordinates on the

graph”

the same, different

line, point

numbers

letters of the alphabet

(explaining) “This means...”

Ways to support maths-related language

- Definitions

- Diagrams

- BODMAS (the order in which you do operations):

Brackets ( )

Other (or Order) e.g. square root √

Divide ÷

Multiply x

Add +

Subtract -

- Crossword puzzles (including communicative crosswords)

- Mind maps

- Short tests

- Card sorting

- Scaffolding

- Problem-solving related to real-life examples

© adapted from “Teaching Maths through English – a CLIL approach”. Cambridge University Press 2010

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Handout 4:

Card sorting

Produce cards and cut them out:

y = 2 – 4x

y = -3

x² + y² = 8

y = 3x/5

x = 1/y

t = 3p

y = 3x – 6

y = 2

y = 0.6

x = -1

x = 1/3

x = 0

Leave some blanks for learners to write their own equation for each of the types

Then produce a classification sheet like this to sort the cards into groups:

Linear Non-linear

Don’t know

If you include a “don’t know” box, you can talk to the learners about the cards

they have put in the “don’t know” box


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Handout 5: Scaffolding

1) Look at the equation – it tells you the relationship between the coordinates. For example:

y = 2x

This means to find the y-coordinate is double the x-coordinate or x-coordinate

multiplied by 2

x + y = 4

This means the x-coordinate and the y-coordinate add up to 4

x = 5

This means the x-coordinate is always 5. The y-coordinate can be any number

2) Use these ideas to help find the coordinates

Using the equation y = 3x, what will the

y-coordinate be when x = 2

English to use

y = 3x

Use substitution

y = 3 x 2

Replace the x with 2 and multiply, as 3x

means 3 multiplied by x

y = 6

So when x = 2, the coordinate pair is y = 6

or the point (2,6)

3) Draw a table of values. Completing the table of values we get:

x 0 1 2 3 4

y 0 3 6 9 12

x = 0 x = 2

y = 3 x 0 y = 3 x 2

4) Turn the tables into coordinates to plot and draw a straight line

x 3

y 9

© “Teaching Maths through English – a CLIL approach”. Cambridge University Press 2010

y = 3x

This means you need

to plot the point (3,9)

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Handout 6:

Real-life examples

A) “PURPLE” is a mobile phone company. It charges: €5 each month for

rental and €0.10 each minute. The cost of the calls each month is c. The

number of minutes each month is m. The equation for the cost of the calls

is:

C = 0.1m + 5

Draw the vertical axis from 0 to €20 to show c. Draw the horizontal axis

from 0 to 120 minutes to show m. Now draw the graph of c = 0.1m + 5

B) A different mobile phone company, “BLUE” offers free calls but their

rental €15 per month. Draw the graph of this on the same axes as in part A

C) I make 90 minutes of calls each month. Which phone company is cheaper?

D) When is it cheaper to choose “BLUE” mobile phones?


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Handout 7:


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Handout 8:

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Handout 9:

Do long bones break more easily than short bones?

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Handout 10:

Further reading and resources:

1) “Teaching Maths through English – a CLIL approach”. Cambridge University Press 2010

2) “Teaching Science through English – a CLIL approach”. Cambridge University Press 2010

3) Hayward, D (2003) Teaching and Assessing Practical Skills in Science, Cambridge. Cambridge University Press

4) Jones, M, Sang, D and Fellowes Freeman, D. (forthcoming) Cambridge Checkpoint Science Coursebook 7 (p.7). Cambridge University Press

5) Snow M. A., Met, M. and Genesee, F. (1992) A conceptual framework for the integration of content and language instruction. In P.A. Richard-Amato and M.A. Snow (eds) The multicultural classroom: Readings for content-area teachers (pp.27-38), New York. Longman

6) Mehisto P., Frigols M., and Marsh, D (2008) Uncovering CLIL: Content and Language Integrated Learning and Multilingual Education. Macmillan

7) www.onestopclil.com

8) www.enchantedlearning.com

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