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Using Math In The Efl Classroom For Language
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Using Math In The Efl Classroom For Language

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  • 1. Using Math in the EFL Classroom for Language Acquisition William M. Balsamo Himeji Dokkyo University Himeji, Japan Email: yamataro670@yahoo. com
  • 2. Why use Math in a language class? “ ‘‘ Students are familiar with simple Math, so they are dealing with a known quantity. 1* We use math every day. We may not go on a vacation every day and we may no go to work every day, but there is not one day which passes that we don't use Math is some form or other. 4"‘ Math is task-related. To use math you must think. You must calculate. It's a built in activity so necessary for student involvement.
  • 3. Currency Conversions This is a good exercise to have students convert one currency into another. Then use the language: e. g. dollars is worth about in yen. Also useful is using comparatives and superlatives Task: Give the students a list of items with prices in dollars. Tell them they have only 50,000 yen. Have them calculate to see how much they can buy. * Here are some good websites for currency conversions. ‘* http: //www. xe. com/ ucc/ * http: //finance. yahoo. com/ currency
  • 4. Using an article from the newspaper erasing the numbers 4*Yoshinoya to offer Gyudon till Midnight 4* (The Daily Yomiuri, February 23,2007, page 9) Fast-food restaurant chain Yoshinoya said it would serve its gyudon rice bowls topped with U. S. Beef from_(1) a. m. until midnight, instead of untiI_(2) p. m. as hitherto, starting March _(3) The _(4) -hour extension is possible as the procurement of U. S. beef has become stable. The company also said it would resume suspended menus of the extra-large bowl of gyudon prices at _(5) yen, compared with (6) yen for a regular bowl. 4" a. ) 630 b. )1** c. )9 d. ) 3 e. ) 380 f. ) nine W N /
  • 5. Recognizing Mathematic Signs - . Upper Upper * Math Signs. ,, ,,, ,,, e flight Plus = + Minus = - Multiplication = X Center Left Center Center Have students place the correct sign into the proper box. Lower Left Lower Lower e. g. Teacher: “Place a minus sign Middle Right into the Center Right square. ”
  • 6. Changing Sentences into l/ lath Formulas -"'* 1. Teacher says: Ten minus six times two equals ? ?? Students write: 10 - 6 X 2 = 8 2. Teacher says: Nine from twelve plus seven equals? ?? Students write: 12 - 9 + 7 = 10 3. Teacher says: Three multiplied by five less two equals? Student writes: 3 x 5 - 2 = 13 This is an exercise which involves both a mental task and careful listening. Students must also realize that division can be expressed as “divided by” or “into”. Subtraction can be expressed as “minus” or “from". Addition can be expressed as “plus” or “and. ” Multiplication can be expressed by “times” or “ multiplied by. ”
  • 7. Reading Large Numbers Students often have difficulty reading large number in English. This is partly because when they write numbers they do not use commas after each third digit. However, I always tell them if they can read three digits. then they can read twelve! Just mark off every third digit from right to left with a comma and remember the words thousand, million, billion, trillion. (no real need to go beyondtrillion) Therefore:
  • 8. J T. =;’lIlJ'{)F; ’l": l"E. LJl'= ;‘ D. 'J'Il"/ .=; "I'. ~‘3l. 'J‘il. ~‘3.. , W Llgilt, £}l: ‘3'lJElfl§I-5:7, ziiicl l_. l:JLllLJ l‘lJ: —:3is3Llrerii: —,~il'L'~3 ; "-. rrierica. is one of the few (ii not only) country wiiich uses F ziiireriiieii irisiezicl of C9lCll. l3_, pounds instead of kilos, miles instead of kiloriiei-er: -5, amcl quarts instead of liters. -borne coil‘/ er-sion exercises can be used to give the students a task in -uiiisii they can use ‘ooiii their rrizith and language skills For eigseiiii, -Jl= ,r: Jui wzilisasl '5-= iiiii1la+3 amgl ‘fairy w2i_| .‘s-= i:_ L2 . :51lwii'= i'5air~3. who iizisl 5%. ! .11:-Ll El _‘9JJL: J': l.” 1 33': JJJL": )? l, i5l3!l", .* stlgtgiiiss L39 puumt; ‘Jar: ;’_! .UJJ]. :§! J wa1_. -}li': -4 £ xii-5. who is . |.l': i': )V. l’: lil'a’ it is ! l’: L;)i"‘: l‘: }~3 Pziiireiiieiit ilii , i‘l-aw 'fu, r,': zmsl 315 sl‘: t;li’3‘: l~3 3'': lls’l! J~; ' . , 7lu‘. r'D. '§yo'a » hlljiidii wziiiiiry 1: iJ2)3§’: l.i": ’ ilote: Of course, students would have access to the conversion charts and the conversions should not be too difficult.
  • 9. Class Activity; Using a measuring tape or ruler — part 1 Activity: (Part 1) Divide the class into pairs and give each pair a measuring tape in both inches and centimeters. (The tape should be at least two meters in length. ) Prepare for them a task worksheet with about ten things for them to measure in the classroom. For example; 4. Measure the distance from the door to the window. 5. Measure the width of the door. 6. Measure the height of the desk.
  • 10. Class Activity; Using a measuring tape or ruler — part 2 "* Teaching Comparatives and Superlatives After students have measured the items on the activity worksheets give then a second worksheet with sentences which involve the comparative and superlative grammatical form. For example: (use the adjectives “wide”, “high”) 1: The window is than the door by centimeters. 2. The desk is than the chair by centimeters.
  • 11. Activity: The Price is Right! ! A simple task which enables students to guess, calculate, convert currency Above are four items found in a duty free shop. Guess the price of each item in dollars. ($1 = 120 yen) Add up the total of the four items. What is your total? Compare with a partner.
  • 12. The Price is Right! :3 E3 (.0 S 3 $ 50.00 $25.00 $ 205.00 TOTAL: $ 291.00
  • 13. : Ma h eoparcly Students pick a category and an amount from the board. Then they use this “ I'll take (category) for (number) points. ” ‘I I'll take addition for twenty points. ” WW
  • 14. 10 20 30 40 50 all iii‘ How much is 420 and 680? Ifladdzzanduihow muchdolget? Two point nine and three point eight equals how much? If I add seventy and eighty together what number do I get? The number of days found in the month of May and the number of weeks in the years equal what number? :1 I: ‘. .-I How much is 18 less five? Thirty-eiht from One hundred equals what number? The number of sides of a triangle subtracted from the number found in a dozen equals what number? If I subtract the number of months in the year from the number of days in October I will get what number? If I subtract four point nine from seven point one I get what number? I'. | I | " How much is ten times fifty? How much is five multiplied by fourteen? Six times sixteen times two equals what number? Three times the days of the week equals? The number of weeks In a year limes the number of days in a week equals what number? I‘-‘I 1: Two into eight equals? Eight-one divided by nine equals what number? One thousand divided by ten and then divided by two equals what number? Seventy-five divided by three and then divided by five equal what number? One hundred divided by three equals what number? ml". |, ',II How many sides does a pentagon have? How rnairy sides does an octagon have? What is the name of the line. which cuts a circle in half? What is the name of a four- slded figure. which has all sides of equal length? What is the name of a three- slded figure?
  • 15. vvwvv. scienceaCademy. com This website has a great link called“Basketba| l 4-,8 ~’ } Math. ” It's in English and +375 ’ 7! Students can work out math 1 " problems Interacting with g .31.. the computer.
  • 16. www. quia. com/ shared/ math Student Zone Enter >> — Popular Categories Play activities Take quizzes _ - i-, .:: j View results View activities in popular categories like Astronomy, Biology, Math, Spanish, and many, many more.

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