MATHS&CLIL

1. Disseminazione
Erasmus +
CLIL about maths and science
Cheltenham 26 february-04 march 2017

2. What is CLIL
• CLIL è l’acronimo di Content and Language Integrated Learning
• Metodologia utilizzata per l’apprendimento di una lingua straniera attraverso i
contenuti di un’altra disciplina non necessariamente linguistica
• Obbligatoria nel quinto anno della Scuola Secondaria di II grado e in
sperimentazione negli altri ordini di scuola

3. Where is Cheltenham?

5. Program of course
• Visit of Cardiff
• Course with teachers Dr Diana Hicks and Dr Graham Workman

6. Cardiff

7. National museum of Cardiff

8. The group

9. CLIL priorities:
Know new words in other language
Use language for comunication and
socialization

10. Some questions?
• How CLIL help me teach maths?
• How CLIL transform italian student, french student in european student?
• CLIL pedagogy________ mixed proficiency
ability special needs
students speaking english

11. One important issue…
Not WHAT the students have
learnt
but HOW they have
unterstanded it

12. The importance of fluency and accuracy
FLUENCY 7%
(BICS Basic Interpersonal Comunication Skills)
ACCURACY 93%
Our books are accuracy
(CALP Cognitive Academic Language Praticiency Writing)

13. The position of teachers
•Teachers are in the middle of
BICS and CALP

14. A COGNITION
B COLLABORATION

15. LESSON STRUCTURE
• 1) PRESENTATION (PPT, EXPERIMENT, ECC) L1-L2 2-3 MIN
• 2) PRACTICE
• 3) PRODUCTION
• HOMEWORK

16. CLIL LESSON STRUCTURE
1) START from students (cognitive, creative in L1 o L2)
What don’t you know about…?
Questions L1 students (o L2)
Example Why people leave their countries?
Activity …..
2) FINDING OUT (L1/L2) “scoperta”
3) SORTING OUT (L2) process “smistamento”
4) REFLECTION L1 “riflessione”
Tra 2 e 3 bilanciare e scambiare L1/L2

17. LAUGHS

18. VIDEO

19. 1. Linear equation
Teacher Rino Greco

20. 2. Learning outcomes
• To study linear equations
• To choose an apropriate scale for each axis
• To represente the points in the Cartesian diagram
• To transforme a real problem in linear equation
• To interpret the graph

21. 3. Orientation
• How do you plot a linear graph?
• How do you interpret a graph?
• How do you use the graph of your choice?

22. 4. Task preparation
Content language
• Linear equation
• Axis
• Intersection
• T-Graph
• Coordinates
• Points
• Gradient
• Scale

23. 5. Model
The teacher does the following:
We draw the straight line graph of two linear equation obtained studying the cost of two
different telephone company.
We find the theleponic cost of two different companies in internet
“wind card” : 20 cent/min plus 25 cent for basic charge
“tim card”: 30 cent/min and 0 cent for basic charge
Then we write linear equations that describe the cost in function of the time. We call the cost y
and the time x: y=20x +25 (wind) and y=30x (Tim). Now you can discuss with your partner
why this are the equation.
We draw the Cartesian diagram in having choose an appropriate scale for x and y axis. We use
the T-Graph to calculate two point per equation, so that we can represents both equation using
a different color for each of them. In the end we compare them to decided when it is
cheapeast the first company and when the other. Now explain to your partner the reason.

24. 6. Tasks for learners
• Describe a real problem with a function.
• Draw this function in a graph
• Use the graphic resolution to compare this real problem.

25. 7. Task support
• www.geogebra.com
• www.padlet.com for comunication whit other students
• Open office (excel)
• App “Quick Graph” for check

26. 8.Content language for learners’ tasks
• Linear equation
• Axis
• Intersection
• T-Graph
• Coordinates
• Points
• Gradient
• Scale

27. 9. Scaffolding language
We draw … studying …
We find
Then write … that describe… We call
We draw…. having choose…. We use…. so that… represents… using….
In the end…. Compare… to decided

28. 10. Assessment criteria
• Clarity of graphs
• Explanation of content vocabulary
• Effettive use of language
• Use of computer and resource