Sara Valentina Bernal Gordillo
CLIL LESSON PLAN FORMAT
PRE-SERVICE TEACHER TRAINING
1. GENERAL INFORMATION
Category Description
School Level Secondary
Grade 6th grade
Age Range 12-13 years old
CLIL Model Content-Based Instruction (CBI)
Framework 4Cs (Content, Communication, Cognition, Culture)
Lesson Type Integrated Content + Language
Materials Fraction circles, whiteboard, projector, worksheets, markers, real-life images (pizza, chocolate bar), exit ticket slips
2. 4Cs FRAMEWORK
Component Description
Content Students understand fractions as parts of a whole and represent them visually and numerically.
Communication Students use basic fraction vocabulary and sentence frames to describe fractions.
Cognition Students identify, represent, compare, and justify fractions.
Culture Students connect fractions to real-life contexts (food portions, shopping, daily situations).
3. CONTENT OBJECTIVES
By the end of the lesson, students will be able to:
- Identify numerator and denominator.
- Represent fractions using visual models.
- Compare simple fractions (e.g., 1/2 and 1/4).
- Explain which fraction is larger using simple reasoning.
4. LANGUAGE OBJECTIVES
Language Focus Examples
Key Vocabulary Fraction, numerator, denominator, half, quarter, third, equal parts, whole, greater than, less than.
Functional Language This is _ over _. The numerator is _, the denominator is _.
Justification Frame _ is bigger because the parts are _. _ is smaller because the parts are _.
Pronunciation Focus /θ/ sound in 'third', word stress in 'numerator' and 'denominator'.
Content Language Cognitive Teacher Student Pedagogical
Stage Time Interaction Scaffolding Assessment
Objective Objective Demand Actions Actions Purpose
Shows
pictures of
Identify
Activate prior pizza and Activate
Remember parts and Visual aids
10 knowledge of Use “It is a chocolate Whole Oral schema and
Warm - Up + say simple and
min parts of a half/quarter.” divided into group responses. reduce
Understand fraction repetition.
whole. parts; asks anxiety.
names.
guiding
questions.
Explains
Explicit
Produce fraction Sentence
Identify Repeat and Teacher Concept- integration of
20 sentences structure frames and
Presentation numerator and Understand label parts ↔ check math concept
min using key using board board
denominator. of fractions. Students questions. and
vocabulary. examples modeling.
language.
and gestures.
Color
Distributes
fractions Word bank
Represent Use “This is worksheets Move from
Guided 25mi and and Worksheet
fractions ___ over Apply with visual Pair work recognition to
Practice n describe sentence review.
visually. ___.” fraction production.
them in frames.
tasks.
pairs
Compare
Use “___ is Models Visual
Compare fractions in Develop
Comparison 15 greater than comparison models and Oral
simple Analyze pairs and Pair work reasoning
Task min ___ with fraction guided justification.
fractions. justify skills.
because…” circles. questions.
answers.
Independently
Write one Distributes Sentence Measure
5 identify and Apply + Complete Written
Exit ticket complete short written Individual frame independent
min compare Justify individually. response.
sentence. task. reminder. mastery.
fractions.
LESSON RATIONALE
This lesson uses the CLIL 4Cs to mix math and English for beginners. Kids learn what fractions are while getting help with their language skills. The
lesson helps them go from remembering what they already know to comparing and explaining things. We use pictures, examples, sentence starters,
and group work, so even if they don't know a lot of English, they can still think about math. Mixing the topic and the language makes sure they're
talking about real stuff, not just practicing grammar by itself.
REFERENCES
Banegas, D. L. (2012). CLIL teacher development: Challenges and experiences. Latin American Journal of Content and Language Integrated
Learning, 5(1),46–56.
Bloom, B. S. (1956). Taxonomy of educational objectives. Longmans.
Coyle, D., Hood, P., & Marsh, D. (2010). CLIL: Content and language integrated learning. Cambridge University Press.