PRO-CLIL: Providing Guidelines for CLIL Implementation Prof. Dr. Ute Massler
in Primary and Pre-primary Education
Claudia Steiert
Ein EU-Projekt zur Bereitstellung von Leitlinien für
das Fremdsprachliche Sachfachlernen in Englisch
im Grundschul- und Vorschulbereich
PH Weingarten
Kirchplatz 2
88250 Weingarten
Lesson Plan:
Dividing by two
Subject: Mathematic
Grade 1
Name:
Date:
Teacher:
School:
Nadine Schramm, Viktoria Bee
April 30 th 200
Ina Willauer-Bohle
Primary/Secondary School Wolfegg
University
Teacher::
Prof. Dr. Ute Massler
Mathematics (class 1)
Dividing by two
30.04.08
Author: N. Schramm, V. Bee
Lesson Plan
Date:
30.04.08
Subject:
Mathematics
School:
Wolfegg Primary School
Topic:
Dividing by two
Mentors:
Prof. Dr. U. Massler; I. Willauer-Bohle
Grade:
1
Name of Instructors:
Nadine Schramm; Viktoria Bee
Subject Goals:
Linguistic Goals:
The pupils are supposed;
The pupils are supposed;
- to learn how to divide amounts in half
- to learn and use the sentence structure „The half of ___ is ___ .“
Materials and Equipment:
6 balloons, 6 paper circles, 6 paper bananas worksheet, material for acting the division (e.g. paperclips, wooden staffs, candy…)
Phase/Time
Introduction
to the topic
2 min
Teacher 1 Activities
The lesson starts with a role-play presented by the 2 teachers. (extra page)
T1 explains now on the blackboard what
T2 did.
“Mrs. ____ has 4 balloons. These are
four balloons: 1 – 2 – 3 – 4.”
(T1 invites the students through gestures
to count with her.)
Exploration
10 min
Teacher 2 Activities
T1: “I have two balloons and Mrs.___
has two balloons.”
Styles of
Learning
Media
S listen and watch.
T2 puts 4 circles on the blackboard which
represent the balloons and writes the
number 4 above the four circles.
S help to count the balloons.
T2 draws a vertical line which separates
the 4 circles and writes the number 2 next
to the circles.
T1: “The half of 4 is 2.”
T1 explains another example:
“Mrs. _____ is so nice. But I am nice,
too!
Look. I have 2 balloons.”
“I have one and _____ (student) has
one.”
(Gestures show the steps in the
Students Activities
All S repeat: “The half of 4 is 2.”
TeacherStudent
discourse
balloons
paper circles
T2 puts 2 circles on the blackboard and
labels them with the number 2.
T2 draws a vertical line which separates
the 2 circles and writes the number 1 next
to the circles.
One student receives a balloon.
1
Mathematics (class 1)
Dividing by two
calculation)
„The half of 2 is 1.”
30.04.08
Author: N. Schramm, V. Bee
All S repeat: “The half of 2 is 1.”
T1 opens the blackboard.
“How many bananas can you see?”
T1 labels the bananas with the number
6.
“What is the half of 6?”
Practical
implementation
One S answers.
6 paper
bananas
One S answers.
All S repeat: “The half of 6 is 3.”
T: “Now it is your turn to half things.”
T hands out the material and worksheets.
18 min
Review of the
worksheet
15 min
Pair work
Paperclips,
“Legeplättchen
”;
“Steckwürfel”;
Wooden staffs,
Candies,
Worksheet
TeacherStudent
discourse
OHP
S half the material in pairs and write
their results on the worksheet.
T asks for the results.
T: “How many _____ do you have?” (T puts the material on the OHP)
T: “What is the half of ___?”
One S answers the question.
One S: “The half of ___ is ___?”
(S shows the division on the OHP)
All S repeat: “The half of __is__.”
Blackboard at the end of the exploration phase
6
4
2 O O
2
O O
2
1 O O
1
3
3
2
Mathematics (class 1)
Dividing by two
30.04.08
Author: N. Schramm, V. Bee
Role-play
T1 waits until the class calms down, then suddenly a knock at the door occurs. T1 shows her
surprise.
T1: “Yes?! . . . Come in!”
T2 enters the room. She holds four balloons behind her back.
T2: “Good Morning Mrs. _____!”
T1: “Oh, good Morning Mrs. _____. Nice to see you!”
T1: “What do you have behind your back?”
T2 shows her four balloons.
T1 sees the balloons and is happy because she thinks they are a present for her.
T1: “Wow, four balloons for me!”
T2: “No! They are mine!”
T1 shows her sadness and turns away from T2.
T2: “Hmm, don’t be sad!”
While L2 speaks she makes gestures which show the steps in the calculation.
T2: “I have an idea: I have four balloons. The half of four is two. You have two and I have
two.”
T1 smiles and is very happy.
T1: “Oh thank you. You are so nice. Now I’m so happy!“
3
Mathematics (class 1)
Dividing by two
30.04.08
Author: N. Schramm, V. Bee
4
Mathematics (class 1)
Dividing by two
30.04.08
Author: N. Schramm, V. Bee
The Half of …
Task: Draw the things and half them. Write the amount down.
Aufgabe: Male die Gegenstände auf und halbiere sie. Schreibe die Anzahl jeweils dazu.
Beispiel
The half of
4
is
Die Häflte von
4
ist
2.
The half of _____ is _____ .
2.
The half of _____ is _____ .
The half of _____ is _____ .
The half of _____ is _____ .
The half of _____ is _____ .
5