The report 'Language Central: English' is written in years 1, period 1 and 2 of the pabo Inholland. The report cannot be copied in connection with the plagiarism scan, but can be used as an example while writing the report. The report has been assessed with a 9.6. For evidence, see the front of the...
Student: Ashley Hofman
Studentnummer: 616845
Klas: ROPABOVT1A2
Begeleider: Patricia Wayling
Datum van inleveren: 16-02-2021
,Verklaring vormvereisten
Student name Ashley Hofman
Student number 616845
Educational unit Inholland, Rotterdam klas ROPABOVT1B2
Date 09-02-2021
Criteria Description Tick if your
evidence file
meets the
requirements
Completeness The evidence file contains evidence that supports ü
the reflection (claim) with regard to the learning
outcome(s). The evidence file is appropriately
referenced, and the evidence is organized.
(All parts are included)
Size The size of the core text (substantiation and Words (incl.
justification) consists of a maximum of 2500 words. heading and
State the number of words on the right. citations)
Transparency Evidence is included as attachments and can be ü
(Sources) reached via the navigation bar (header structure).
APA Used sources are referenced according to APA ü
guidelines
(In text and in source list).
Structure The evidence file is accessible (structure and ü
classification).
2
,Verwijswijzer
Learning Indicators Type of burdon of proof Location
outcome I demonstrate that I Specify with which Where can the
master the following actions or (partial) evidence be found?
indicators of the LO products you support (e.g. in the lvf, a
the claim (e.g. video, the
theoretical foundation, justification)
catchy introduction,
input phase)
You design, teach You design language Essay, lesson Chapter 1 (page 6),
and evaluate, development preparation form and Chapter 2 (page 7),
under lessons/activities, whether lesson description Chapter 4 (page 9),
supervision, or not using the method, attachment 2 (page
activating, based on the four-phase 15 and 16) and
communication- model for foreign language attachment 3 (page
oriented English teaching 17)
lessons based on You use various activating Essay, lesson Chapter 1 (page 6),
the four-phase and communicative preparation form and Chapter 2 (page 7),
model for foreign working methods in the lesson description Chapter 4 (page 9),
language implementation that fit the attachment 2 (page
teaching, in which lesson goals and target 15 and 16) and
English is always group. attachment 3 (page
the language of 17)
instruction. You justify chosen learning Essay, lesson Chapter 1 (page 6),
activities on the basis of preparation form and Chapter 2 (page 7),
characteristics of second lesson description Chapter 4 (page 9),
and foreign language attachment 2 (page
development and didactic 15 and 16) and
methods for foreign attachment 3 (page
language teaching. 17)
You instruct the students Video Lesson Attachment 6 (page
in correct English at the 20)
level of the target group.
You evaluate performed Essay, lesson Chapter 5 (page 10),
lesson activities based on preparation form, lesson attachment 3) page
feedback from students evaluation 15 and 16) and
and mentor. attachment 5 (page
19)
You reflect on the specific Essay, lesson Chapter 5 (page 10),
role of the teacher in preparation form, lesson attachment 3) page
foreign language evaluation 15 and 16) and
acquisition and you attachment 5 (page
formulate personal 19)
development goals for
teaching English and with
regard to your own skills in
the use of English as the
language of instruction in
class.
3
,Voorwoord
In front of you lies the essay ‘Taal central Engels’ of PABO student Ashley Hofman. The essay is an
assignment from the PABO for the subject taal centraal in periods 1 and 2 of year 1. The four-phase
model is central to this file.
In the file, the four-phase model is explained, the observation is presented, the given (method)
lesson is discussed, and the given lesson is evaluated.
I would like to thank my classmates, Sacha Lange and Isabel de Lange, for the feedback I received
while going through the file and preparing the lesson. I also want to thank my mentors, Debby van
den Heuvel and Jop van der Linden, for the feedback and tips during the lesson.
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