1. Challenge
Write down the answer in the chat What is the biggest CLIL challenge you face right now?

2. How to effectively use language in a Mathematics lesson
CLIL Webinar

3. About me www.clilmedia.com/clilwebinar
Introduction
About me
Alle tekst nodig?

4. This workshop Aim To inspire you to create language activities
What you can expect
What makes a good CLIL activity?
CLIL in a Maths lesson
8 Ready to use activities
How to apply classroom English in a Mathematics lesson
Opbouw van de workshop, sense of urgency, framing

5. Answer the following poll questions

6. Every CLIL teacher is a language teacher
Agree/Disagree
Every CLIL teacher is a language teacher

7. Every CLIL Maths teacher should motivate language output
Agree/Disagree
Every CLIL Maths teacher should motivate language output

8. Agree/Disagree
Teaching in a second language limits my options for different explanations

9. Every Mathematics activity is void of any language
Agree/Disagree
Every Mathematics activity is void of any language

10. CLIL In my opinion a CLIL activity should include two things:
Generate language output
Encourage active learning

11. Fill out the form online at www.clilmedia.com/webinar
Pro/Con
Can you think of both something negative and something positive regarding CLIL?
Fill out the form online at

12. Please rate the following activities
I will explain 8 activities I use in my lessons.
Please rate each activity on a scale of 1 to 4
You have to rate the three things:
Amount of prep time needed (1=a lot, 4=none)
Easiness of implementation (1=very hard, 4=very easy)
Amount of language involved (1=none, 4=a lot)
Please fill out the Google sheet at

13. Find your partner
Students receive cards with an assignment (in my case: a calculation)
Students have to find a partner who has a question that results in the same answer
On the back of the cards, students find follow-up questions.
They search for the answer in their books together

14. Create assignment
Teacher explains a framework for the students to follow in order to create their own assignment
Students create an assignment, after which they swap notebooks
Students do the assignment of their neighbor, return the notebooks and check their answers

15. Math Market
Students pair up and choose an assignment to do from a selection of activities printed on seperate papers
After finishing the assignment students ask teacher for the correct answer
If the answer is correct, they choose a new assignment

16. Standing up game
Students have to answer questions asked by the teacher by writing down the answer in their notebooks
One student is asked for the answer and explanation
After the correct answer has been provided, all students with the wrong answer can sit down

17. Alphabet
Students write down the letters of the alphabet in their notebooks
In a set amount of time (f.e. 2 minutes) the students have to write down as many different words related to the current topic/chapter etc.
Afterwards, students who have the most words win. Together you compile a list that is as complete as possible.

18. Bingo
Students make a list of 10 of the most important words of the current topic/ paragraph/chapter
Teacher reads out the terms one by one
Student who has striped through all of the words first wins

19. Word to sentence Teacher provides two words
Students have to create a sentence containing these words

20. a)y=x2+2 b)y=3x2 c) y=2x+5 d) y=-5x2+3
Odd one out
Teacher provides a set of assignments of which one (or more) don’t fit with the rest.
Students have to discuss which one and explain why.
Example:
Determine which one is the odd one out of these four formlas
a)y=x2+2 b)y=3x2 c) y=2x+5 d) y=-5x2+3

21. CLIL explained What made this activity CLIL? Language is involved
Input: Reading and listening
Output: Writing
Active thinking
You are asked for a contribution
The answers are not correct or wrong

22. English in your lesson Answer these three questions on your paper
What words/phrases commonly pose a problem for students?
What do you do to help them?
3. What do you think is a good idea everyone can use in their lessons?

23. Classroom English for Mathematics
“Dirty Tree”
Variable
Accentuation
Negative vs. Minus
Any more?

24. More ideas to use English
“Word to sentence” with new words
Student generated definitions
“Repeat after me”
Listen and record

25. What did we talk about?
A good CLIL activity should involve both language and active learning
Discussion about CLIL in a Maths lesson
Several activities
Common language challenges in a Maths lesson
Samenvatting, Invite!

26. Please use the Google Form at www.clilmedia.com/webinar
Exit ticket
What went well?
What could be better?
What is the most important lesson learned?
Which of these activities can you apply in your lesson next week?
Please use the Google Form at
Call to action, wat hebben ze te vinden, facebook groep

27. Resources Want the powerpoint and activities?
Go to

28. Q&A