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Institut Caparrella is a big institute in the outskirts of Lleida with more than 1200 students, where you can study ESO, batxillerat and vocational training.

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Institut Caparrella is a big institute in the outskirts of Lleida with more than 1200 students, where you can study ESO, batxillerat and vocational training.

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This year we have started this GEP project and little by little we are implementing English in different subjects such as tecnology, physical education, arts, ethics and maths.
We are sure this is going to be a great enrichment to students and teachers as well.

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In this final task (task 1+task2) you will find materials that deal with maths. Both tasks, can be used in 1st and 2nd of ESO likewise. And all activities are planned under CLIL methology.

In task 1, we create different activities in order to teach concepts and procedures related to integers. What they are, how we work with them and how they can help us to solve problems of the real world. Whereas in task 2, we have tried to introduce basic concepts linked to 2 dimension geometry. We applied it in 2nd ESO (students that already have geometry knowledge) during the first days of this unit.

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INSTITUT CAPARRELLA website

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VIDEO 1:

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VIDEO 2:

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VIDEO 3: STUDENTS HANDS-ON ACTIVITY - TRIANGLE

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VIDEO 3: STUDENTS HANDS-ON ACTIVITY - TRIANGLE

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We have taught some sessions of geometry. We have worked on Archimedes life, which was a task more based on language, and we also have calculated some areas and perimeters, always trying to see the practical side of the contents.

Students, we think, have enjoyed it, and they have learnt. They are aware they are learning geometry and some of its applications; however, they do not focus their attention on the language itself. Language becomes a tool, not an aim.

Nonetheless, we must say, it takes a long time to prepare these sessions, they do not always adapt to the curriculum, and we do realize the aim of improving their English, is a long-term objective. The longer they are exposed to the language through different subjects, the more they will learn.

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Catineus and I share a similar opinion about this project.
But I could add that moving along through mathematical content and procedures has been hard for me.
I guess that my low english level and my lack of practice on CLIL methodology are some of the main reasons to understand that.
I've realized, as well, that a good previous planning work solve some of these problems.